LD 5329 
.R5 
1908 
Copy 1 



BULLETIN 



OF 



THE UNIVERSITY OF TEXAS 



NO. 106 

ISSUED SEMI-MONTHLY 

OFFICIAL SERIES NO. 27 



APRIL I, 1908 



High School Bulletin 




PUBLISHED BY 
THE UNIVERSITY OF TEXAS 



Entered as second-class mail matter at thepostoffice at Austin, Texas 



PUBLICATIONS 

OF THE 

UNIVERSITY OF TEXAS 

BOARD OF EDITORS 

William James Battle, Editor-in-Chief 
Phineas L#. Windsor, Secretary and Manager 

Killis Campbell, The University Record 

William Spencer Carter, Galveston, Medical Series 

Lindley M. Keasbey, Humanistic Series 

Thomas H. Montgomery, Jr., Scientific Series 

Arthur C. Scott, General Series 

The publications of the University of Texas are issued twice a month. 
For postal purposes they are numbered consecutively as Bulletins with- 
out regard to the arrangement in series. With the exception of the 
Special Numbers any Bulletin will be sent to citizens of Texas free on 
request. Communications from other institutions in reference to ex- 
change of publications should be addressed to the University of Texas 
Library. 

THE UNIVERSITY OF TEXAS MINERAL SURVEY BULLETIN 

1. Texas Petroleum, by W. B. Phillips. 102 p., pi., maps. July, 1900. 

$1. Out of print. 

2. Sulphur, Oil and Quicksilver in Trans-Pecos Texas, with Report of 

Progress for 1901, by W. B. Phillip3. 43 p., pi., map. February, 
1902. 50 cents. Out of print. 

3. Coal, Lignite and Asphalt Rocks, by W. B. Phillips. 137 p., illus., 

pi., maps. May, 1902. $1. Out of print. 

4. The Terlinguq Quicksilver Deposits, Brewster County, by B. F. Hill 

and W. B. Phillips. 74 p., illus., pi., map. October, 1902. 50 
cents. Out of print. 

5. The Minerals and Mineral Localities of Texas, by F. W. Simonds. 

104 p. December, 1902. 75 cents. Out of print. 

6. The Mining Laws of Texas; Texas Mineral Lands, by W. B. Phillips, 

and Tables of magnetic declination for Texas. 37 p. July, 1903. 
25 cents. 

7. Report of Progress for 1903, by W. B. Phillips. 14 p., map. January, 

1904. 25 cents. 

8. The Geology of the Shafter Silver Mine District, Presidio County, 

Texas, by J. A. Udden. 60 p., illus., map. June, 1904. 50 cents. 

9. Report of a Reconnaissance in Trans-Pecos Texas North of the Texas 

& Pacific Railway, by G. B. Richardson. 119 p., pi., map. No- 
vember, 1904. 75 cents. 



Geological map of a portion of West Texas, showing parts of Brewster, 
Presidio, Jeff. Davis, and El Paso counties, and south of the 
Southern Pacific R. R,, by Benj. F. Hill and J. A. Udden. 16 by 
50* inches. 1904. 20 cents. 



BULLETIN 

OF 

THE UNIVERSITY OF TEXAS 

NO. 106 

ISSUED SEMI MONTHLY 



OFFICIAL SERIES NO. 27 



APRIL 1, 1908 



High School Bulletin 




PUBLISHED BY 
THE UNIVERSITY OF TEXAS 



Entered as second-class mail matter at the postcffice at Austin, Texat 






Cultivated mind is the guardian genius of de- 
mocracy. ... It is the only dictator that free- 
men acknowledge and the only security that 
freemen desire. 

President Mirabeau B. Lamar. 



Gift 
The University 



CONTENTS 

Introduction 5 

The Affiliation of Schools 8 

Suggestive Courses of Study for High Schools 17 

English in the High School 21 

History and Civics in the High School 37 

Mathematics in the High School 42 

Latin in the High School 48 

Greek in the High School 54 

Modern Languages in the High School 60 

Physical Geography in the High School 67 

Physiology and Hygiene in the High School 72 

Physics in the High School 76 

Chemistry in the High School 94 

Botany in the High School 103 

Manual Training in the High School 116 

List of Affiliated Schools 121 



INTRODUCTION 

The interests of the University of Texas are correlative and 
co-extensive with the interests of the high schools of the State. The 
growth of the University in number and quality of student's must 
depend upon the increase in number and efficiency of high schools. 
The University strives to assist high schools in adjusting courses of 
study, in selecting suitable equipments, in providing adequate 
buildings and efficient teachers; the high schools, in turn, prepare 
more and better students for higher training. 

When the University opened its doors to students,- in 1883, no 
provisions were made for the affiliation of high schools. All stu- 
dents were admitted on examination or on individual approval. 
At that time there were few public high schools in the State. An 
examination of the catalogues of the schools now affiliated discloses 
the fact that nine-tenths of these schools have been organized since 
1883. The Houston High School sent out its first graduate in 
1879. The first graduating class of the Dallas High School con- 
sisted of eight young ladies, who completed the course in 1887. 

When the University began work with a strong faculty, in 1883, 
it met with sore disappointment. The 221 students who applied 
for admission were not prepared for college work. The only 
preparatory schools in the State were private academies. The 
teachers of these academies had been trained in Eastern colleges and 
usually directed their graduates to the colleges which they had 
attended. For the two succeeding years, after the opening of the 
University, the number of students diminished. 

Soon those in authority began to realize that they were attempt- 
ing to build a University without providing a foundation. They 
began to realize that it would be impossible to have a great State 
university without an efficient system of elementary and high 
schools. So, within the scholastic year 1885-86, the first provisions 
were made for the visitation and affiliation of high schools. Only 
four schools were affiliated during the first year. Since that date, 
with the exception of the year 1890-91, the number of students 
enrolled in the University, each year, has exceeded the enrollment 
of the preceding year. However, it does not seem that the Uni- 



6 High School Bulletin, 

versity improved its opportunities or discharged its full duty to 
the schools. For ten years the matter of affiliation received little 
attention. But during the year 1895-96 the University again 
turned its attention to the high schools. The subjects in which 
schools might be affiliated were named, schools were visited, and 
some attempt was made to give form to the work. From this time 
the proper relationship of the University and schools began to be 
appreciated. The results of this relationship began to manifest 
themselves in the development of high schools and in the enroll- 
ment and work of the University. A progressive committee on 
affiliated schools was provided in the Faculty. This committee gave 
much time to the applications and visitation of the schools. 

Possibly nothing, however, has been of greater service to the 
schools than the publication of Bulletin No. 1, entitled "Sugges- 
tions Concerning Courses of Study and Methods of Teaching in 
High Schools." This bulletin was published February 1, 1901. 
It gave a conservative estimate of the high schools and contained 
suggestions for their betterment. This bulletin was made one of 
the chief topics for discussion at the State Teachers' Association 
the following year. The high school teachers were glad to ac- 
knowledge a debt of gratitude to the University for its publica- 
tion. This bulletin was revised, enlarged, and republished as 
Bulletin No. 47, July 1, 1905. 

While the bulletin has been a single factor in the development 
of the schools, it may be of interest to note a few changes in the 
schools and in the University since the date of its publication. 
In 1901 schools were affiliated in English, History, Mathematics, 
Latin and Greek; the University now offers affiliation in eighteen 
subjects. In 1901 ninety-three schools were affiliated with the 
University; there are now one hundred and thirty-seven schools 
on the affiliated list. The increase in numbers by no means com- 
pares with the internal growth of schools. In 1901 the Ball High 
School, for example, was affiliated in five subjects, whereas it is 
now affiliated in eleven subjects. The growth of the schools has 
demanded an increase in the number of subjects for affiliation, 
and the University has responded to the demand. 

As previously stated, when the University was first opened, the 
students were not prepared for college work, and the University 
was forced to adopt low-standard entrance requirements. In truth, 



Introduction 7 

it did much work which should have been done by high schools; 
but now, with one hundred and thirty-seven high schools affiliated, 
the University believes that it may leave preparatory work to these 
high schools, and, for the first time in its history, do real college 
and university work. In 1901 there were 1131 students enrolled 
in all departments of the University; this year the enrollment in 
all departments aggregates 2462 students. 

The authorities of the University believe that the growth of 
the schools, the development of the University, and the changes in 
entrance requirements warrant the publication of this High School 
Bulletin. 



THE AFFILIATION OF SCHOOLS 

REGULATIONS GOVERNING THE AFFILIATION OF SCHOOLS 

1. When the authorities of any school desire affiliation with 
the University, formal application may be made to the Visitor of 
Schools. Memoranda blanks will be furnished to the superinten- 
dent or principal of the school seeking affiliation. Upon these 
blanks may be indicated the courses of study in the different 
branches, the number of teachers and their qualifications, and such 
information in regard to the apparatus, libraries, laboratories, etc., 
as may serve to give a fair idea of the general efficiency of the 
school. 

2. If the information indicated be satisfactory, the authorities 
of the school may be requested to submit specimen examination 
papers prepared by students pursuing the high-school subjects in 
which affiliation is desired. 

3. No school will be affiliated before the Visitor of Schools, 
or some person designated by him, shall have visited it and shall 
have rendered a report concerning its equipment and work. 

4. If the Faculty shall be satisfied that the school should be 
affiliated, the authorities will be duly notified, and the name of the 
school will be entered, under the proper group, on the list of 
affiliated schools. The list will be published in the catalogue of 
the University. 

5. To be affiliated at all, any school must prepare its graduates 
for the Freshman Class in English, History, Algebra, and Plane 
Geometry. Complete affiliation includes enough other subjects to 
admit graduates to the Freshman Class without conditions. To be 
admitted without conditions, fourteen units will be required of 
all students. 

6. Graduates of affiliated schools applying for admission to the 
University will be credited with the number of units completed, 
provided that eight units must be offered by students from schools 
of the third group, eleven units by students from schools of the 
second group, and fourteen units by students from schools of the 
first group. Students from schools of the second and third groups 
will be required to pass examinations on enough unite of work to 



The Affiliation of Schools 9 

bring their credits up to fourteen, the number required for en- 
trance to the Freshman Class of the University. Students not 
presenting ' the minimum number of units for the respective groups 
of schools from which they come will lose the advantages of affilia- 
tion. 

7. Affiliation may be secured in the following subjects with 
their respective credits : 

Prescribed: 

(1) English. 3 units. 

(2) History, 2 units. 

(3) Algebra, 1| units. 

(4) Geometry, 1^ units. 

(5) A Foreign Language, 3 units, or two Modern Languages, 
2 units each, beginning with September, 1910. 

Elective: 
English : 

(1) English, 1 unit. 
History and Civics : 

(2) History, J, 1, 1|, or 2 units. 

(3) Civics, \ unit. 

Languages : 

(4) Latin, 3 or 4 units. 

(5) Greek, 2 or 3 units. 

(6) German, 2 or 3 units. 

(7) French, 2 or 3 units. 

(8) Spanish, 2 or 3 units. 

Sciences and Mathematics: 

(9) Physics, 1 or 2 units. 

(10) Chemistry, 1 or 2 units. 

(11) Botany, 1 or 2 units. 

(12) Physiography, \ unit. 

(13) Physiology, \ unit. 

(14) Solid Geometry, \ unit. 

(15) Trigonometry, \ unit. 

(16) Manual Training, 1 or 2 units. 



10 High School Bulletin 

8. One unit represents approximately the amount of work 
clone in thirty-six weeks with the equivalent of five daily recitations 
per week, having a minimum period of forty minutes. Many high 
schools do not yet reach the required standard, and four years may 
be required to make three units of credit in one subject. 

9. The University, in offering this list of electives, does not 
anticipate that many of the affiliated schools will desire or attempt 
to offer instruction in all the subjects enumerated. The list is made 
for the purpose of extending liberty to the school authorities in 
adjusting courses of study to local needs. Schools should limit 
their courses of study to such subjects as they may be able to teach 
efficiently. 

10. All schools seeking complete affiliation, that is, desiring to 
be placed in Group I of the affiliated schools, should strive to meet 
the following requirements : 

(1) The high-school course of study should cover a minimum 
period of four years. 

(2) The work should be done according to the departmental 
plan of teaching. 

(3) The minimum length of recitation periods must be forty 
minutes. 

(4) At least three teachers should teach exclusively in the 
high school. One of these might be the superintendent or the prin- 
cipal. 

(5) Schools desiring affiliation in the sciences must provide 
adequate laboratories, as all students will be required to do indi- 
vidual laboratory work and present note-books properly kept before 
affiliation will be granted in any science subject. 

SUGGESTIONS FOR THE PREPARATION AND SUBMISSION OF EXAMINA- 
TION PAPERS. 

1. Specimen examination papers should be submitted from the 
highest classes in the subjects in which affiliation is desired. Out- 
line maps should accompany history papers, composition work 
should be included in all language papers, and students' note-books 
will furnish the foundation for judgments concerning all science 
work. 

2. Students should be encouraged to use uniform sizes of paper 
and note-books. In the preparation of papers answers should be 



The Affiliation of Schools 11 

written with ink on one side of each sheet. Note-books should be 
prepared in the laboratories and notes should not be transcribed. 
The name of the writer and the name of the school should be 
written plainly on each paper. 

3. Teachers should grade all papers and note-books before send- 
ing them to the University. Mistakes in the answers should be 
indicated. Note-books should show by means of suitable marks that 
the teacher did not permit mistakes to pass unnoticed. 

4. The questions should be attached to the papers. . The papers 
should be carefully wrapped and shipped, prepaid, to the Visitor 
of Schools, University of Texas, Austin, Texas. 

GROUPS OF SCHOOLS AND COURSES OF STUDY. 

The University is trying to serve four distinct groups of schools. 
The first group comprises all high schools preparing students for 
entrance to the Freshman Class of the University without condi- 
tions and without examination. The second group includes all 
high schools preparing students in at least eleven units of work. 
Graduates of these schools are credited with the work completed, 
but must pass examinations on enough units of work to make 
fourteen. The third group embraces all high schools fitting stu- 
dents for entrance to the Freshman Class with a minimum of eight 
units, but not having as many as eleven units to their credit. The 
fourth group includes all schools aspiring to reach the standards 
required for the minimum affiliation. 

Group I is composed of high schools preparing students in Eng- 
lish, History, Algebra, Plane Geometry, a Foreign Language or 
two Foreign Languages, and enough electlves to make fourteen 
units of work. 

Group II includes high schools providing satisfactory instruc- 
tion in English, History, Algebra, Plane Geometry, and enough 
electives to make eleven units of credit. 

Group III comprises high schools properly instructing stu- 
dents in English, History, Plane Geometry, and Algebra, a mini- 
mum of eight units of work. 

The fourth group of schools embraces all schools offering instruc- 
tion of any kind in high-school studies, but not doing sufficient 
work to entitle them to affiliation. 



12 High School Bulletin 

This grouping rests, we believe, upon natural and fundamental 
conditions underlying the normal growth of public high schools. 
It does not reflect upon any school of any group if all schools are 
doing their entire duty. It is made upon the basis of the amount 
of work that schools may be able to do, and not upon the basis 
of efficiency of work. The Group III schools are affiliated upon 
the presumption that their English, History, and Mathematics 
are as well taught as these subjects are taught in Group I schools. 
The same minimum amount of ground must be covered in these 
subjects in all groups of affiliated schools. 

Among the fundamental conditions determining the group to 
which any school will belong may be named the following: The 
number of pupils ready for high-school training, moral and finan- 
cial support of the school, buildings and equipments, and the num- 
ber and training of teachers. 

The number of pupils seeking high-school training ordinarily 
bears a certain relation to the financial support of the school. The 
financial resources of the school will largely determine the nature 
of the buildings and equipments, and the number and grade of 
teachers that will be employed. In villages and towns not having 
private schools the number of high-school pupils should bear a 
fairly fixed relationship to the number of elementary-school pupils 
needing instruction. The number of pupils of scholastic age in 
a town is used with a considerable degree of accuracy in estimating 
the number of inhabitants. The number of inhabitants, except un- 
der abnormal conditions, will bear a certain relationship to the 
wealth of the town. 

Towns depending upon agricultural conditions pass through cer- 
tain natural stages of growth. The schools in these towns also 
pass through certain steps in the courses of their evolution. 

Good high schools can not be maintained at the expense of ele- 
mentary schools. A lasting structure can not be erected without 
a solid foundation. The number of teachers that may be em- 
ployed, consistently, for the high school will bear a definite relation 
to the number of teachers employed in the elementary schools. 

The belief is here expressed that villages and towns with small 
numbers of pupils prepared for high-school work should not at- 
tempt to cover too much ground with their high-school courses. 
Blind ambition leads to failure; in the organization of high schools, 



The Affiliation of Schools 13 

it leads to superficiality and false standards. Pupils and patrons 
are misled and irreparable injury results. When small towns at- 
tempt to rival larger towns and cities they strain themselves and 
destroy natural growth. In passing from village schools to well- 
equipped city high schools, each step as shown in the classification 
given above will be made. In some towns the steps may be taken 
more rapidly than in others. 

Data collected from the high schools now affiliated with the 
University show that the number of pupils per teacher in the 
richest and best high schools will average about thirty. A small 
number of schools have an average as low as twenty-five pupils 
for each teacher employed. One-half of the schools exceed an 
average of thirty pupils per teacher. If, in the largest and richest 
cities, where wealth is accumulated and where larger numbers of 
pupils will contribute to economy in handling them, per capita, 
the ratio of 30 to 1 is found, we may hold that in smaller and 
poorer towns this or a greater number of pupils, per teacher, will 
be required. 

Since 25 to 30 pupils per teacher are found in efficient Texas 
high schools, we may safely take twenty-five pupils and one teacher 
as a minimum "school unit." In the first place, we may insist 
that it would be unwise in a public school to attempt to provide 
more than one teacher for this number of pupils. This one teacher 
would usually be the principal of the school and would have super- 
visory duties. Leading educators believe that no teacher in a high 
school should teach more than seven periods per day and nearly all 
concur in the opinion that six periods of teaching per day, or less, 
would be preferable. It is evident that a school of twenty-five 
pupils or less, having one teacher, with an average of six periods 
per day for teaching, should limit its course of study. This limi- 
tation should not only be in scope of subject-matter, but in years 
as well. Here, mistakes are too frequently made. One ambitious 
teacher, goaded, perhaps, by more ambitious patrons, will some- 
times plan a course of study including English, History, Algebra, 
Geometry, Latin, and Physics, and possibly other subjects covering 
a period of three or four years, and attempt to do the work of a 
first-class high school. It would be far better to limit the course of 
study to English, History, and Mathematics and the length of the 



14 High School Bulletin 

course to two years until such time as the increase in the number 
of pupils will warrant the employment of additional teachers. 

The first year of many so-called high schools is often used in 
doing work properly belonging to the elementary school. High- 
school courses should, we believe, presume that the pupils have 
studied English, including spelling, punctuation, the more general 
principles of concordance and structure of the sentence, and should 
have, at least, formed a budding taste for reading helpful books. 
Such a knowledge of United States History as may "be found in 
the State adopted book on this subject should be required of a pupil 
on entering the high school. The study of the fundamental opera- 
tions of arithmetic, including fractions, denominate numbers, and 
the principles of percentage and their application, properly belongs 
to the elementary school. These three subjects, English, History, 
and Arithmetic, comprising the work indicated, are frequently 
found in the first year of the high-school courses; that is, schools 
in order to have four years of work in their high-school courses, 
will sometimes include one year of elementary-school work. 

If the work, indicated above, has been done, the first year's work 
in the one-teacher school may comprise English, including gram- 
mar^ composition, and classics; Algebra; Ancient History, and 
possibly some science. In the second year, English should be con- 
tinued, changing the grammar to rhetoric; Algebra should be 
completed, and possibly Geometry begun; Mediaeval and Modern 
History would be substituted for Ancient History of the first year, 
some science or a foreign language might be added. 

The question now arises as to what should be done with the 
pupils who finish this two-years' course. If the number of pupils 
ready for high-school instruction has not increased so that a second 
teacher may be employed, it would be better to cut off the work at 
the end of the second year. Pupils desiring further instruction 
will thus be forced to secure private instruction or attend other 
schools. If they have done two years of high-school work well, 
they may attend another high school without great loss of time. 
It is usually those pupils who have had poor courses or poor in- 
struction who lose time in changing schools. 

It is unfortunate that some pupils who would like to go on with 
their studies do not have the means to do so; it would be equally 



The Affiliation of Schools 15 

unfortunate to imperil the efficiency of the work for all in an at- 
tempt to provide instruction for a few. 

Twenty-five pupils and one teacher do not constitute a high 
school ; they do, however, form one unit which is essential in -the 
organization of all high schools. 

A most difficult step in the development of a school is found in 
the change from a one-teacher school with twenty-five pupils to 
a good two-teacher school with fifty pupils. Forty high-school 
pupils are too many for one teacher and scarcely enough to justify 
the employment of two. With thirty-five to forty pupils the de- 
mand for more grades in the school grows stronger. The principal 
is apt to accede to the demand, enlarge and lengthen the course, 
increase his own work beyond his ability to perform, and, soon, 
begins to call upon the elementary teachers for assistance. The re- 
sults are almost uniformly bad. The elementary teacher, in most 
instances, is not fitted for high-school work. If she is intellectually 
qualified, she is not physically able to teach a grade in the ele- 
mentary school and also do efficient work in the high school. 
Another method is to cut down the length of the recitation periods, 
or, possibly, attempt to teach two classes at the same time. Either 
of these methods will bring poor results. With forty pupils it 
would be best to hold the course to two years of high-school work. 
When ten pupils are ready for the third year of high-school work, 
fifteen pupils will be ready for the second-year work, and 
twenty to twenty-five pupils will be ready for the first-year work. 
With forty-five to fifty pupils the course may be raised one year 
and an additional teacher may be added. The school is not yet a 
high school. It should, however, do three years of good high- 
school work. 

With fifty pupils and two efficient teachers, a school may legiti- 
mately aspire to do a four-years' course of high-school work in 
English, History, and Mathematics. A four-years' course com- 
prising English, History, Mathematics, and a language, requires 
sixteen periods of teaching per day. This would give to each 
teacher eight periods per day and deprive the principal of all time 
for supervision. The tendency is to attempt the four-subject course 
rather than the three-subject course, and usually results in more or 
less superficial work in one or more subjects. 

Along with the three-subject course two elementary courses in 



16 High School Bulletin 

the sciences or three years in a foreign language may be taken, 
provided a three-years' history course is chosen. A school having 
two teachers and fifty pupils will have difficulty in providing and 
equipping laboratories for teaching the sciences. A school of this 
grade must usually teach the sciences theoretically. For this reason 
it might be better to give three years' work in a foreign language. 
The course consisting of English, History, Mathematics, and three 
years in a foreign language would require fourteen teaching 
periods per day. These could be equally divided between the two 
teachers, or six periods might be assigned to the principal and eight 
to the assistant. With two teachers the work should be organized 
on the departmental plan. When it becomes necessary for the 
principal to teach the advanced classes in all subjects, the assistant 
teacher is unable to do high-school work. The school should then 
lose its rank -as a high school. 

While a school having two "school units," or two teachers and 
fifty pupils, may prepare students in fourteen units of work, the 
requirement for admission to the University of Texas, we do not 
believe that this is the best type of high school. More work must 
be put upon the two teachers than they can properly perform. With 
the addition of another "school unit," or with three teachers and 
seventy- five pupils, still better work may be done ; with four "school 
units," or with four teachers and one hundred pupils, first-class 
work may be accomplished. 

While the University does not group schools according to the 
number of "school units" or the number of teachers and pupils 
they contain, it may be noted that schools with two teachers usu- 
ally fall into Group III, those with two and one-half or three 
teachers usually fall into Group II, and schools with three or more 
teachers are found in Group I, 

It may furthermore be noted that schools in Group III prepare 
students in English, History, Algebra, and Plane Geometry; 
schools in Group II usually teach, in addition to the subjects in 
Group III, a foreign language, while schools in Group I add the 
sciences and an additional language. 



SUGGESTIVE COURSES OF STUDY FOR HIGH 
SCHOOLS 

For One-teacher Schools. 

Second Year. 

English. 

Algebra, Plane Geometry. 
Mediaeval and Modern 
History. 
4. Foreign Language. 

For Two- and Three-teacher Schools. 





First Year. 




1. 


English. 


1. 


2. 


Algebra. 


2. 


3. 


Ancient History. 


3. 


4. 


Science. 





First Year. 

1. English. 

2. Algebra. 

3. Ancient History. 

4. Science. 

Second Year. 

1. English. 

2. Algebra, Plane Geometry. 

3. Mediaeval and Modern 

History. 

4. Foreign Language. 



Third Year. 

1. English. 

2. Plane Geometry. 

3. Science. 

4. Foreign Language. 

Fourth Year. 

1. English. 

2. Solid Geometry, Review 

Algebra and Arithmetic. 

3. American History and 

Civics. 

4. Foreign Language. 



In a two-teacher school it will be best to omit a part or all of 
the science and foreign language work. 

For Four- or Five-teacher Schools. 

In a four- or five-teacher school an additional foreign language 
may be added. Two courses, a Latin course and a Modern Lan- 
guage course, may then be offered. 







La Ha 


Coarse. 




First Year. 






Second Year. 


1. 


English. 




1. 


English. 


2. 


Algebra. 




9 


Algebra. 


3. 


Ancient History. 




o. 


Mediaeval and Modern 


4. 


Latin. 




4. 


History. 
Latin. 



18 



High School Bulletin 



1. 
2. 
3. 

4. 



L 
2. 
3. 
4. 

1. 
2. 
3. 



Third Year. 

English. 

Plane Geometry. 

Science. 

Latin. 



Fourth Year. 

1. English. 

2. American History and Civics. 

3. Science or Mathematics. 

4. Latin. 



Modern Language Course. 



First Year. 
English. 
Algebra. 

Ancient History. 
Science. 

Second Year. 
English. 
Algebra. 
Mediaeval and Modern 



Third Year. 

1. English. 

2. Plane Geometry. 

3. Science. 

4. Modern Language. 

Fourth Year. 

1. English. 

2. History or Science. 

3. Mathematics. 

4. Modern Language. 



History. 
4. Modern Language. 

With well-equipped teachers for each of the subjects, English, 
History, Mathematics, Foreign Languages, Science and Manual 
Training, the following courses may be differentiated : an English 
course, a History course, a Mathematics course, Foreign Language 
courses, Double Language courses, a Science course, a Manual 
Training course. Each of these courses should stress the subject 
whose name it bears. Some of these courses would be much alike ; 
yet, there would be some differences. The number of the courses 
offered in any school must properly consider the number of pupils 



to be taught. 

English C< 

First Year. 


mrse. 

Third Year. 


1. 
2. 
6. 

4. 


English. 

Ancient History. 
Algebra. 
Science. 


1. 
2. 
3. 

4. 


English. 

Science. 

Plane Geometry. 

Modern Language. 




Second Year. 




Fourth Year. 


1. 
2. 

3. 
4. 


English. 

Mediaeval and Modern 

History. 
Algebra. 
Modern Language. 


1. 
2. 

3. 

4. 


English. 

American History and 

Civics. 
Science or Mathematics, 
Modern Language. 



Suggestive Courses of Study for High Schools 



19 



1. 

2. 

3. 
4. 

1. 
2. 

3. 

4. 



First Year. 
English. 

Ancient History. 
Algebra. 
Science. 

Second Year. 
English. 
Mediaeval and Modern 

History. 
Algebra. 
Modern Language. 

Mathematics Course 



History Course. 

Third Year. 

English. 

English History. 
Plane Geometry. 
Modern Language. 
Fourth Year. 

English. 

American History and 

Civics. 
Science. 
Modern Language. 



First Year. 

English. 1. 

Ancient History. 2. 

Algebra. 3. 

Science. 4. 

Second Year. 

English. 1 . 

Mediaeval and Modern 2. 

History. 3. 
Algebra. 

Modern Language. 4. 



Third Year. 
English. 

Plane Geometry. 
Science. 
Modern Language. 

Fourth Year. 

English. 

Solid Geometry,Trigonometry. 

American History and 

Civics or Science. 
Modern Language 



Latin and Modern Language Courses. 
See courses for four- or five-teacher schools. 

Double Language Course. 

Insert modern language for history, second year, for science, 
third year and for science or mathematics, fourth year, in Latin 
course. 

Science Course. 





First Year. 




Second Year. 


1. 


English. 


1. 


English. 


2. 


Ancient History. 


2. 


Algebra. 


3. 


Algebra. 


3. 


Modern Language. 


4. 


Science. 


4. 


Science. 



20 High School Bulletin 





Third Year. 




Fourth Year. 


I. 

2. 
3. 

4. 


English. 

Plane Geometry. 

Modern Language. 

Science. 


1. 
2. 
3. 

4. 


English. 

American History. 
Modern Language. 
Science. 



Manual Training Course. 

The Manual Training may 'be substituted for the science work 
in the Science course. 

REMARKS. 

1. Each one of the suggested courses contains- a minimum of 
four years' work in English, three years' work in Mathematics, tAvo 
years' work in History, three years' work in a Foreign Language, 
and with the exception of the Manual Training course, two years' 
work in Science. 

2. All of these courses are arranged on the. four-subject basis, 
with five recitations, per week, in each subject. Should a five- 
subject basis be chosen the number of recitations per subject, each 
week, should be reduced to an average of four. 

3. Various advantageous combinations may be made of these 
suggested courses. It is not at all contemplated that small high 
schools will offer many courses. These suggested courses are made 
with the hope that they may be helpful to Superintendents in 
adapting courses of study to local needs. 



ENGLISH IN THE HIGH SCHOOL 

(Four units may be offered.) 

I. GENERAL PRINCIPLES. 

The English studies of the high school are generally grouped 
under three heads, Grammar, Composition ^and Ehetoric), and 
Literature. But, while for convenience these subjects are sep- 
arately named, they are not in essence distinct and divisible ; on the 
contrary, they are so closely interdependent that each is best 
studied and most effectively taught in the light of this correlation. 
And it is the failure to observe this correlation that has so often 
brought English teaching into disrepute. 

Not only are these English subjects often divorced from one 
another; but what is worse, they are divorced from life. By this it 
is meant that the student, not only of the high school, but, alas, of 
the college also, at times fails to see that his study of grammar, of 
composition, and of literature is intimately bound up with every- 
day life; that whatever knowledge he has acquired of these subjects 
will be of incalculable advantage to him whenever and wherever he 
has occasion to think and to express thought, whether orally or in 
writing, in the study of science as well as of literature, on the play- 
ground as well as in the school-room, in the briefest exercise as 
well as in the most elaborate essay ; in brief, every hour of his life, 
no matter what may be his occupation. 

Having stated broadly these general principles, let us take up the 
three English subjects one by one and attempt very briefly to apply 
these principles to each. At the close of each section there is given 
a brief bibliography. 

II. GRAMMAR. 

In the teaching of grammar, what is to be guarded against 
is a systemless practicalism on the one hand and a too strict 
formalism on the other. That in one way or another gram- 
mar should be studied throughout the whole of the high-school 
course, the writer is thoroughly convinced. Indeed, he has 
at times to teach it himself in his University classes. It is 
earnestly recommended, therefore, that the high-school student be 



22 High School Bulletin 

required to master some standard high-school English Grammar, 
by the systematic study of the text-book in the first year of the 
high school and by constant reference thereto throughout the whole 
course. 

As stated in Section I, grammar should be studied in intimate 
conjunction with composition and with literature. This does not 
look to the abandonment of a set text-book in grammar, but to 
the constant supplementing of the text-book by exercises in com- 
position and by the analysis of literary masterpieces, at first prefer- 
ably in prose. 

Again, the bearing of grammar upon life should be shown by 
constantly taking account in a tactful and yet firm way of the 
pupil's conversation and of his papers in subject's other than Eng- 
lish. 

Bibliography* 

1. Text-books f Suitable for High Schools: Allen's A School 
Grammar of the English Language (Heath) ; Carpenter's English 
Grammar (M.) ; Maxwell's Advanced Lessons in English Gram- 
mar (A. B. C.) ; West's English Grammar (P.) ; Whitney's Es- 
sentials of English Grammar (G.), or Whitney and Lockwood's 
English Grammar (G.). 

2. Books for the Teacher and for Reference : Emerson's His- 
tory of the English Language (M.), or Lounsbury's History of the 
English Language (H.) ; Morris and Kellner's Historical Outlines 
of English Accidence (M.) ; Kellner's Historical Outlines of Eng- 
lish Syntax (M.) ; Onions's An Advanced English Syntax (Son- 
nenschein & Co., London) ; and the standard historical English 
grammar, that by Henry Sweet, of which there are three versions, 



* The abbreviations used in this and the following bibliographies are as 
follows: A. B. C.=American Book Co., New York; Al.:=Allyn & Bacon, 
Boston; Ap.=D. Appleton & Co., New York; C.=T. Y. Crowell & Co., 
New York; F.=Henry Frowde, New York; G.=Ginn & Co., Boston; H. 
=Henry Holt & Co., New York; Heath=D. C. Heath & Co., Boston; Ho. 
=Houghton, Mifflin, & Co., Boston; Leach=Leach, Shewell, & Sanborn, 
Boston ; Longmans=Longmans, Green, & Co., New York ; M."=The Mac- 
Millan Co., New York ; P.=G. P. Putnam's Sons, New York ; Scott=Scott, 
Foresman, & Co., Chicago; Siblev=Sibley & Ducker, Boston; Silver= 
Silver, Burdett, & Co., New York. 

fThe text-books suitable for high schools, in this and the subsequent 
bibliographies, are arranged according to alphabetic sequence, not accord- 
ing to preference. 



English in the High School 23 

all published by Frowde: (1) A New English Grammar, 2 vols.; 
(2) A Short Historical English Grammar; and (3) A Primer 
of Historical English Grammar. For the teacher who desires to 
learn Old and Middle English at first hand, perhaps the best books 
are Smith's Old English Grammar (Al.) and Emerson's A Middle 
English Reader (M.). 

3. Pedagogical Books : Carpenter, Baker, and Scott's The 
Teaching of English in the Elementary and the Secondary School 
(Longman's) ; Chubb's The Teaching of English, in the Elemen- 
tary and the Secondary School (M.). 

III. COMPOSITION. 

In most college catalogues the requirements for admission, so 
far as composition is concerned, are indicated by the following 
sentence : "No candidate will be accepted in English whose work 
is notably defective in point of spelling, punctuation, idiom, or 
division into paragraphs." But this statement represents the point 
of view not only of the colleges of the country, but also of the 
better secondary schools, for the statement was drawn up by the 
various joint associations of preparatory schools and colleges, in- 
cluding the Southern Association. In the judgment of the best 
secondary and collegiate teachers of English in the United States, 
therefore, the points to be emphasized in the teaching of composi- 
tion are spelling, punctuation, diction, and the structure of the 
sentence and of the paragraph. 

The few general principles that govern the management of these 
elements are set forth in every good high-school rhetoric, and with 
these principles every student of composition should be gradually 
familiarized both practically and theoretically. 

The work in composition should be correlated with that in gram- 
mar by applying the principles of grammar to the correction of 
the pupil's own errors in inflection or in syntax. It should be cor- 
related with that in literature by deducing the principles of compo- 
sition from prose masterpieces, by applying these principles in 
turn to the other selections studied, and by frequently assigning 
themes from the literary masterpieces, both from those studied in 
the class and from those read at home. This is a point of vital im- 
portance, since most great writers have become such largely through 
the copious reading and careful study of good literature. 



24 High School Bulletin 

Moreover, the work in composition should be correlated with that 
in all the other subjects taught in the high school by occasionally 
selecting themes from those departments and by the departmental 
teacher's requiring good English in every exercise handed him. 
The teachers of history and foreign languages can greatly help 
the teacher of English and themselves by requiring frequent writ- 
ten exercises; and the English teacher should at times accept as 
exercises in composition the papers prepared for the teachers of 
history and foreign languages. 

Above all, the composition work must not be divorced from the 
pupil's life. Hence most of the subjects should be such as natu- 
rally arise, in which he is already interested or can easily become 
interested. Even grown people write and speak ill when an oppor- 
tunity is made instead of seized. In a word, the pupil must be 
made to see that he studies composition, not to be able to get up 
an essay for public reading on Friday afternoons, but to enable 
him to think, to write, and to speak the more clearly and effectively 
on whatever topic engages his attention at any time and in any 
place. 

As already stated incidentally, the practice should be abundant; 
and^ if the plan suggested is followed, the most effective sort of 
practice would be given every day, without the student's knowing 
it. Certainly no week should pass without some regular written 
exercise. These exercises should be corrected and, when necessary, 
rewritten in the light of the suggestions made by the teacher. It 
would be of immense advantage for the teacher to hold occasional 
personal conferences with each student concerning his compositions. 

It is believed, too, that it is best to have the instruction in com- 
position and rhetoric based on some good text-book. And it is 
expected that the graduate of the affiliated high school will have 
mastered theoretically and practically a book of the grade indicated 
in the bibliography. 

To the work in composition, practical and theoretical, may 
profitably be devoted, as a rule, from two-fifths to one-half the 
total time allotted to English. 

Bibliography. 

1. Text-Books Suitable for High Schools : Carpenter's Rhetoric 
and English Composition (M.) ; Espenshade's The Essentials of 



English in the High School „ 25 

Composition and Rhetoric (Heath) ; Gardiner, Kittredge, and Ar- 
nold's Manual of Composition and Rhetoric (G.) ; Genung's Out- 
lines of Rhetoric (G.) ; Herrick and Damon's Composition and 
Rhetoric for Schools (Scott) ; Scott and Denny's Elementary Eng- 
lish Composition and Composition-Rhetoric or Composition-Litera- 
ture (Al.). 

2. Books for the Teacher and for Reference : Wendell's Eng- 
lish Composition (Scribners, New York) ; Genung's The Working 
Principles of Rhetoric (G.) ; Genung's Rhetorical Analysis (G.) ; 
Hill's The Principles of Rhetoric (Harpers, New York) ; Bald- 
win's A College Manual of Rhetoric (Longmans) ; Lamont's Eng- 
lish Composition (Scribners) ; Gardiner's The Forms of Prose Lit- 
erature (Scribners) ; Newcomer's Elements of Rhetoric (H.) ; 
Brewster's Studies in Structure and Style (M.) ; Hart's Handbook 
of Composition (Eldredge & Bro., Philadelphia) ; Scott and Den- 
ny's Paragraph-writing (Al.) ; Webster's English Composition and 
Literature (Ho.) ; Woolley's Handbook of Composition (Heath) ; 
DeQuincey's Essays on Style, Rhetoric, and Language, edited by 
Scott (Al.) ; Brewster's Representative Essays on the Theory of 
Style (M.) ; Baker s Principles of Argumentation (G.) ; Brewster's 
Specimens of Narration (H.) ; Baldwin's Specimens of Descrip- 
tion (H.) ; Lamont's Specimens of Exposition (H.). 

3. Pedagogical Books : See 3 under Bibliography to Grammar. 

IV. LITERATURE. 

It is now a commonplace, yet one that can not be too often re- 
peated, that the study of literature consists in the first-hand, intel- 
ligent, and sympathetic study of masterpieces, not in the learning 
of what some one else has said about these masterpieces. How, 
then, shall they be studied? It has already been suggested that 
from these literary monuments may be deduced the principles of 
grammar and of composition; and that these principles in turn will 
help to elucidate the meaning of the masterpieces. Of course, 
grammatical and rhetorical analysis may be carried so far as to 
take the life out of the best piece of literature in the world; but 
this would be impossible with a judicious teacher. And a modicum 
of such analysis is not only a test of the student's comprehension, 
but is perhaps indispensable to the full understanding of most 
literature. 



26 High School Bulletin 

Again, a piece should be studied in its historical setting : its rela- 
tion to its author, the country in which he lived, the tendencies of 
the times, etc. Thus the work in literature supplements that in 
history and vice versa. By the judicious assignment of biographi- 
cal and historical topics to the pupil he is not only interested from 
the outset, but he has prepared for himself the best possible back- 
ground for the more strictly literary study that is to follow. 

These preliminary issues settled, one may take up the selection 
itself. When possible, it should be read in its entirety in one or 
two sittings at home in order that everyone may acquire a working 
knowledge of the piece as a whole. A good help to the acquisition 
of such knowledge and, also, a test is to require a brief, coherent 
summary of the whole in the best possible English or occasionally in 
skeleton outline only. Then comes the time for a minute study : for 
the solving of specially difficult passages ; for the dwelling on others 
noteworthy for nobility of thought and for beauty of expression; 
for the occasional memorizing of such passages ; finally, for the con- 
sideration of the artistic worth of the whole and an adequate ap- 
preciation of what the masterpiece stands for in the world of 
thought and in the life of man. 

All that has been said above applies equally to every type of lit- 
erature. But the artistic element of the masterpiece varies with the 
type; we look, for instance, for different qualities in the lyric from 
what we do in the drama, and in the essay from what we do in the 
novel. Accordingly, every piece of literature should be studied in 
the light of the principles of the type to which it belongs. The 
pupil should be led to discover what are the essential characteristics 
of the type studied. Books especially helpful to the teacher in this 
regard are named below under the head of literary criticism. 

If thus far much has been said of summarizing, of types, and the 
like, and little of the spirit, it is because to the writer there is no 
known way of getting to the immaterial ' and spiritual except 
through the material (words, paragraphs, verses, plot, characteriza- 
tion, etc.) ; and because he does not believe it possible intelligently 
to enjoy the spirit of literature without first being able fairly to 
understand its elements. Even the Divine Being was not genuinely 
apprehensible to mortals until He took upon himself the form of 
man. But the writer believes that it is the spirit that giveth life 
in literature as well as in religion; and that the appreciation of 



English in the High School 27 

the spirit of literature should be the goal of all English teaching. 
He is convinced, moreover, that a faithful trial of the above plan, 
which is substantially that of all the more successful teachers of 
literature, will not only rescue the teaching of English literature 
from much of its. vagueness, but will also give it body and soul. 

In literature, as in grammar and composition, it is best, it is 
believed, to base the instruction on a good text-book, but, as already 
indicated, not to limit it thereto. The systematic history of Eng- 
lish and American literature should not be attempted until the later 
years of the high-school course; but by the end of that period the 
student should have mastered the broader outlines of the history of 
English and American literature as given in text-books of the 
grade indicated in the bibliography. It is suggested, therefore, 
that in the earlier years the histories be used merely as reference 
books, and that the consecutive and detailed study thereof be de- 
ferred until the final year of the high school. 

Of course, a real mastery of these text-books carries with it the 
intelligent and sympathetic study at first-hand of a large number 
of literary masterpieces, both in prose and verse. And this sym- 
pathetic study of the masterpieces, as I said at the outset, is worth 
infinitely more than merely to know the history of English litera- 
ture. Which masterpieces should be read or studied in a given 
year, will vary somewhat with the previous training, and the attain- 
ments of the particular class, and, sometimes, especially in the 
supplementary reading^ with the individuals of a class. The final 
arbiter of which masterpieces a class, should read or study and in 
which year, therefore, must be the individual teacher. It is hoped, 
however, that the "Graded List of Classics" suggested below, made 
by request and after consultation with some of the best English 
teachers of our State, may be of service to teachers as well as to 
students. The list includes only the works adopted, for the 
entrance requirements for the years 1909-1911, by the various asso- 
ciations of preparatory schools and colleges throughout the United 
States, including the Southern Association. The grading, however, 
has been done by the writer after consultation with the teachers 
referred to above. The chief criterion in the grading has been the 
relative difficulty of the classics as viewed by the writer; for this 
reason, the first year is devoted chiefly to American literature; 
and Chaucer, Spenser, and Milton are put in the last year. In 



28 High School Bulletin 

English poetry, except for dislocations clue to difficulty (as in 
Chaucer, Spenser, and Milton), or to unquestioned supremacy (as 
in Shakespeare), the order is roughly chronological, the Classical 
School coming in the second year, the Romantic School in the 
third, and the Victorian School in the fourth. For the sake of 
variety, some novels and some essays are given to each year. As 
already stated, the list is neither prescriptive nor proscriptive, but 
suggestive/ The only suggestion that the writer cares to offer con- 
cerning the selection of books from any one of these years is this : 
those books should be chosen that are best adapted to arouse in 
the particular class a love of the best literature. At least four 
such classics, it is thought, should be taken up in class a year. 

But aside from the class-room reading and study of the master- 
pieces, the high-school student should do much supplementary 
reading, some under direction and some at his own will. He should 
read, say, at least four books a year, and should occasionally make 
written reports thereon. The books for this supplementary reading 
may be chosen from the books on the "Graded List of Classics," 
that have not been set apart for class-room use (in reading or in 
study), or from the appended "Graded List of Books for Supple- 
mentary Reading," or from both, or from whatever source may seem 
wisest to the teacher. With only a few modifications (duly noted), 
the "List of Books for Supplementary Reading" is that prepared 
and published by the National Educational Association in 1899. 

Intelligent class-room study and general reading alike will be 
impossible without a small but well selected school library; and 
superintendents, principals, and teachers are urged to make every 
effort to secure such a library immediately. 

Bibliography. 

1. Text-Books Suitable for High' Schools: 

(a) Histories of English Literature: Halleck's English Lit- 
erature (A. B. C.) ; Moody and Lovett's A First View of English 
Literature (Scribners) ; Newcomer's English Literature (Scott) ; 
Pancoast's Introduction to English Literature (H.) ; Simonds's A 
Student's History of English Literature (Ho.). 

(b) Histories of American Literature: Bronson's American 
Literature (Heath) ; Newcomer's American Literature (Scott) ; 



English in the High School 29 

Pancoaat's Introduction to American Literature (H.) ; Pattee's 
A History of American Literature (Silver). 

(c) Texts: The Eiverside Literature Series (Ho.) ; The Lake 
English Classics (Scott) ; The Students' Series of English Classics 
(Leach) ; Longmans' English Classics (Longmans) ; Macmillan's 
Pocket Classics (M.) ; English Headings (H.) ; Standard English 
Classics (G.) ; Gateway Series of English Texts (A. B. C.) ; 
Heath's English Classics (Heath) ; Palgrave's Golden Treasury of 
the Best Songs and Lyrics in the English Language (various pub- 
lishers), and the "second series" of the same (M.) ; Syle's English 
Poems from Milton to Tennyson (Al.) ; Scudder's American 
Poems (Ho.) ; Weber's The Southern Poets (M.) ; Trent's South- 
ern Writers (M.). 

2. Books for the Teacher and for Reference : 

(a) History of English and American Literature : Ten Brink's 
Early English Literature, 2 vols. (H.) ; Brooke's Early English 
Literature and English Literature from the Beginning to the Nor- 
man Conquest (M.) ; Schofield's English Literature from the Nor- 
man Conquest to Chaucer' (M.) ; Saintsbury's Elizabethan Litera- 
ture, Nineteenth Century Literature,, and A Short History of Eng- 
lish Literature (M.) ; Gosse's Eighteenth Century Literature (M.) ; 
Brooke's English Literature (M.) ; Taine's English Literature 
(H.) ; Richardson's American Literature. 2 vols. (Putnams, New 
York) ; Trent's American Literature (Ap.) ; Stedman's American 
Poets and Victorian Poets (Ho.) ; Holliday's History of Southern 
Literature (Neale Publishing Co., New York). 

(b) Biography: The English Men of Letters Series (M.) ; 
The Great Writers Series (Walter Scott), to each volume of which 
is appended a bibliography; Modern English Writers Series (Dodd, 
Mead, & Co.) ; Sidney Lee's Life of Shakespeare (M.) ; Stephen's 
Dictionary of National Biography (36 vols., M.) ; American Men 
of Letters Series (Ho.). 

(c) Literary Criticism : Winchester's Principles of Literary 
Criticism (M.) ; Cross's The Development of the English Novel 
(M.) ; Perry's A Study of Prose Fiction (Ho.) ; Mou! ion's Shakes- 
peare as a Dramatic Artist ( P.) : Dowden's Shakespeare; His Mind 
and Art (Lemcke & Buechner, New York) ; Bradley's Shakes- 
pearean Tragedy (M.) ; Baker's The Development of Shakespeare 
as a Dramatist (M.) ; Brandes's William Shakespeare: A Critical 



30 High School Bulletin 

Study (M.) ; Freytag's Technique of the Drama (S. C. Griggs & 
Co., Chicago) ; Woodbridge's The Drama: Its Law and Its Tech- 
nique (Al.) ; Stedman's The Nature of Poetry (Ho.) ; Gay ley 
and Scott's Methods and Materials of Literary Criticism (G.), 
with a full bibliography; Brooke's Tennyson: His Art and Rela- 
tion to Modern Life (P.) ; Brooke's The Poetry of Robert Brown- 
ing (C.) ; Brooke's Milton (Ap.) • Maynadier's The Arthur of the 
English Poets (Ho.). 

(d) Texts: The Globe Edition of the Poets (M.) ; The Cam- 
bridge Edition of the Poets (Ho.) ; The Athenaeum Press Series 
(G.) ; annotated editions of Shakespeare: Furness's (Lippincott, 
Philadelphia), Kolfe's (A. B. C), Verity's (P.), Hudson's (G.), 
The Arden (Heath) ; Ward's The English Poets (4 vols., M.), the 
best anthology; Palgrave's The Golden Treasury of the Best Songs 
and Lyrics in the English Language (M.) ; Hales's Longer English 
Poems (M.) ; Manly's English Poetry (G.) ; Pancoast's Standard 
English Poems (H.) ; Stedman and Hutchinson's Library of 
American Literature (6 vols./ The Century Company, New York) ; 
Stedman's Victorian Anthology and American Anthology (Ho.) ; 
Carpenter and Brewster's Modern English Prose (M.) ; Craik's 
English Prose Selections, 5 vols. (M.) ; Cook and Tinker's Trans- 
lations from Old English Poetry (G.) ; Hall's Beowulf (Heath), 
or Child's Beowulf (Ho.), the former a metrical and the latter a 
prose translation, etc., etc. 

(e) Dictionaries, etc.: Webster's International (Merriam, 
Springfield, Mass.) ; The Century Dictionary (The Century Com- 
pany, New York) ; Gayley's Classic Myths in English Literature 
(G.) ; Adams's Dictionary of American Authors (Ho.) ; Rylami's 
Chronological Outlines of English Literature (M.) ; Whitcomb's 
Chronological Outlines of American Literature (M.) ; etc., etc. 

3. Pedagogical Books : See 3 under Bibliography to Grammar. 

Graded List of Classics for Reading and for Study. 
First Year. 

Bunyan : Pilgrim's Progress, Part I. 

Franklin : Autobiography. 

Irving: The Sketch Booh. 

Longfellow : The Courtship of Miles Standish. 



* English in the High School 31 

Lowell : The Vision of Sir Launfal. 

Macaulay: Lays of Ancient Rome. 

Scott: Ivanhoe, The Lady of the Lake. (Juentin Durward. 

Shakespeare: The Merchant of Venice. 

Washington: Farewell Address* (see Burke under fourth.year). 

Webster: Bunker Hill Oration* (see Burke under fourth year). 

Second Year. 

Addison: The Sir Roger de Coverlet/ Papers in The Spectator. 
George Eliot: Silas Marner. 

Goldsmith : The Deserted Village, The Vicar of Wakefield. 
Hawthorne: The House of Seven Gables. 

Palgrave's Golden Treasury (First Series), Books II and III, 
with especial attention to Dryden, Collins, Gray, Cowper, Burns. 
Poe: Poems. 

Pope: The Rape of the Lock. 
Shakespuaiv : As You Like It, Julius < 'cesar. 

Third Year. 

Blackmore : Lorna Doone. 
Byron : Mazeppa, The Prisoner of Chillon. 
Carlyle: Essay on Burns* (or Macaulay's Life of Johnson). 
Coleridge : The Ancient Mariner. 
De Quincey: Joan of Arc. The English Mail Coach. 
Dickens: A Tale of Two Cities. 
Mrs. Gaskell : Cranford. 

Macaulay: Life of Johnson* (or Carlyle's Essay on Burns). 
Palgrave's Golden Treasury (first series), Book IV, with especial 
attention to Wordsworth, Keats, Shelley. 
Shakespeare: Henry V, Twelfth Night. 

Fourth Year. 

Arnold: Sohrab and Rustum. 

Bacon : Essays. 

Browning: Select Poems (Cavalier Tunes, Evelyn Hope, Herve 



* Throughout this list a star indicates that the book starred is recom- 
mended, by the various associations of preparatory schools and colleges, 
for more particular study; but the University of Texas prefers to leave the 
selection of such books to the individual teacher. 



32 High School Bulletin 

Riel, Home Thoughts from Abroad, Home Thoughts from the 
Sea, How They Brought the Good News from Ghent to Aix, Inci- 
dent of the French Camp, One Word More, Pheidippides, The Boy 
and the Angel, The Lost Leader). 

Burke: Speech on Conciliation with America* (or Washing- 
ton's Farewell Address and Webster's First Bunker Hill Oration). 

Carlyle : Heroes and Hero Worship. 

Chaucer : Prologue. 

Emerson: Essays (selected). 

Lamb : Essays of Elia. 

Milton: Comus* II Penseroso* U Allegro* Lycidas* 

Euskin : Sesame and Lilies. 

Shakespeare: Macbeth* 

Spenser: Faerie Queene (selections). 

Tennyson: Gareth and Lynette, Launcelot and Elaine, The 
Passing of Arthur. 

Thackeray : Henry Esmond. 

Graded List of Boohs for Supplementary Beading. 
First Year. 

Aldrieh, Thomas Bailey : Story of a Bad Boy. 

Allen, James Lane: Flute and Violin, and Other Kentucky 
Tales and Romances (substituted for his The Choir Invisible, which 
latter is recommended by the National Educational Association). 

Austin, Jane C. : Betty Alden. 

Burroughs, John: Sharp Eyes. 

Chesterfield, Lord : Letters. 

De Amicis, Edmondo : Cuore. 

Dana, Eichard Henry, Jr. : Two Years Before the Mast. 

Dickens, Charles : Nicholas Nickleby. 

Dodge, Mary Mapes : Hans Brinker. 

Franklin, Benjamin: Autobiography. 

Grinnell, George Bird: The Story of the Indian. 

Hale, Edward Everett: Man Without a Country. 

Hawthorne, Nathaniel : Wonder Book. 

Hawthorne, Nathaniel: Tanglewood Tales. 

Hughes, Thomas : Tom Brown at Rugby. 

Irving, Washington: Sketch Book. 



English in the High School 33 

Irving, Washington : Life of Washington, edited by Fiske. 

Jewett, Sarah Orne : 'Tales of New England. 

Kipling, Budyard: Jungle Booh No. 1. 

Kipling, Budyard : Jungle Booh No. 2. 

Lamb, Charles : Tales of Shakespeare. 

Lincoln, Abraham : Inaugural and Gettysburg Speech. 

Longfellow, Henry Wadsworth : Tales of a Wayside Inn. 

Macaulay, Thomas Babbington : Letters. 

Macdonald, George : Back of the North Wind. 

Page, Curtis Hidden, Editor: The Chief American Poets 
(added). 

Page, Thomas Nelson: In Ole Virginia (added). 

Scott, Sir Walter: Tvanhoe. 

Scott, Sir Walter : Quentm Durward. 

Scudder, Horace E., Editor: American Poems (added). 

Scudder, Horace E v Editor: American Prose (added). 

Shakespeare, William : Merchant of Venice. 

Trent, William Peterfield, Editor: Southern Writers (added). 

Warner, Charles Dudley : Being a Boy. 

Washington, George: Rules of Conduct, Farewell Address. 

Weber, William Lander, Editor: Selections from the Southern 
Poets (added). 

Webster, Daniel: Bunker Hill Speeches. 

Whittier, John Greenleaf : Snoiv Bound. 

Second Year. 

Brown, Dr. John : Bab and His Friends. 

Browning, Mrs. Elizabeth Barrett: Lyrics and Sonnets ("Cry 
of the Children ,,s ) . 

Chester, Eliza : Girls and Women. 

Cooper, James Fennimore: The Last of the Mohicans. 

Dickens, Charles : Tale of Two Cities. 

Eggleston, Edward : The Hoosier Schoolmaster. 

Fiske, John: The War of Independence. 

Froude, James Anthony : Julius Ccrsar. 

Griffis, William Eliot : Brave Little Holland. 

Hale, Edward Everett, Editor: Bulfinch's Mythology. 

Hawthorne, Nathaniel : Twice Told Tales. 

Irving, Washington : Tales of a Traveler. 



34 High School Bulletin 

Kaufmann, Eosalie: Young Folks' Plutarch. 

Lake Poets : Wordsworth, Coleridge, Southey. 

Lowell, James Russell : Vision of Sir Launfal. 

Miller, Olive Thome : Little People of Asia. 

Mulock, Dina Maria : John Halifax, Gentleman. 

Palgrave, Francis T., Editor: The Golden Treasury of Songs 
and Lyrics (added). 
. Plato : Apology of Socrates. 

Pope, Alexander: Translations from the Iliad (Books I, VI, 
XXII, XXIV). 

Preston and Dodge : The Private Life of the Romans. 

Rolfe, William J. : Shakespeare the Boy. 

Roosevelt, Theodore : Ranch Life and the Hunting Trail. 

Roosevelt, Theodore, and Lodge, Henry Cabot : Hero Tales from 
American History. 

Scott, Sir Walter : Lady of the Lake. 

Scott, Sir Walter: Marmion. 

Scott, Sir Walter: Kenilworth. 

Shakespeare, William : Julius Ccesar. 

Stockton, Francis Richard : Rudder Grange Stories. 

Warner, Charles Dudley : Backlog Studies. 

Third Year. 

Arnold, Matthew : Critical Essays. 
Blackmore, Richard Doddridge : Lorna Boone. 
Church, Alfred John : Roman Life in the Days of Cicero. 
Craddock, Charles Egbert: The Prophet of the Great Smoky 
Mountains. 

Curtis, George William : Prue and I. 

Dickens, Charles: Dombey and Son. 

Dryden, John : Palamon and Arcite. 

Ebers 3 Georg: Uarda. 

Eliot, George : Silas Marner. 

Emerson, Ralph Waldo : Essay on Friendship. 

Fiske, John : Political Ideas. 

Goldsmith, Oliver: Vicar of Wakefield. 

Hawthorne, Nathaniel: Our Old Home. 

Henty, George Alfred : Wulf the Saxon. 

Henty, George Alfred: The Young Carthaginian. 



English in the High School 35 

Holmes, Oliver Wendell: Autocrat of the Breakfast Table. 
Irving, Washington: Legends of the Alha7nbra. 
Kmgsley, Charles : The Roman and the Teuton. 
Lowell, James Enssell : Critical Essays. 
Macaulay, Thomas Babington : Lord Olive. 
Milton, John : Minor Poems. 
Milton, John: Paradise Lost (Books I and II J. 
Palgrave, Francis T., Editor: The Golden Treasury of Songs 
and Lyrics, Second Series (added). 

Phillips, Wendell : Lectures and Speeches. 
Shakespeare, William : Richard II. 
Shakespeare, William : Twelfth Night. 
Shakespeare, William : Macbeth. 
Stevenson, Eobert Louis: Kidnapped. 
Thackeray, William Makepeace: The Newcomes. 
Wallace, Lew : Ben Hur. 
Winthrop, Theodore : John Brent. 

Fourth Year. 

Addison, Joseph : Sir Roger de Coverley Papers in The Spec- 
tator. 

Austen, Jane : Pride and Prejudice. 

Black, William : Judith Shakespeare. 

Bryce, James : American Commonwealth (abridged). 

Burke, Edmund : Speech on Conciliation with America. 

Carlyle, Thomas: Essay on Burns (with Poems by Burns). 

Chaucer, Geoffrey : Selections from The Canterbury Tales, done 
into Modern English by W. W. Skeat, several volumes (added). 

Coleridge, Samuel Taylor: Rime of the Ancient Mariner. 

Dickens, Charles : David Copperfield. 

Ebers, Georg: Egyptian Princess. 

Emerson, Ralph Waldo : Conduct of Life. 

Emerson, Ralph Waldo : Essay on Manners. 

Eliot, George : Romolo. 

Fiske, John: Critical Period of American History. 

Fiske, John : The Destiny of Man. 

Gaskell, Mrs. Elizabeth : Life of Charlotte Bronte. 

Hawthorne, Nathaniel: The Marble Faun. 

Macaulay, Thomas Babington : Warren Hastings. 



36 High School Bulletin 

Macaulay, Thomas Babington: Milton and Addison. 

Mackenzie, Kobert: The Nineteenth Century. 

Palgrave, Francis T., Editor: The Golden Treasury of Songs 
and Lyrics (added). 

Pais, Jacob August: How the Other Half Lives. 

Buskin^ John : Sesame and Lilies. 

Schurz, Carl: Abraham Lincoln. 

Shakespeare, William : Hamlet. 

Spencer, Herbert: On Style (Part I). 

Tennyson, Alfred: The Princess. 

Tennyson, Alfred: Enoch Arden, The Idylls of the King, (both 
added). 

Thackeray, William Makepeace : Henry Esmond. 

Thoreau, Henry David: Walden. 

Warner, Charles Dudley: My Slimmer in a Garden. 

Winter, William : Shakespeare's England. 



HISTORY AND CIVICS IN THE HIGH SCHOOL 

(The following units may be offered: 

Ancient History, 1 unit. 

Mediaeval and Modern History, 1 unit. 

English History, 1 Unit. 

American History, ^ or 1 unit.) 

History should be so taught in the high school as to assist in 
developing in the students an intelligent insight into the nature 
and significance of the national life. They should be trained to 
look behind the tales full of human interest that drew them towards 
the subject in the lower grades, and study it rather as a process of 
political and social evolution which goes on naturally and is theo- 
retically capable of scientific explanation in all its aspects. Above 
all things, they should be led to cultivate the habit of organizing 
the details of the information they gather into a systematic body of 
knowledge, capable of control and use for the acquisition of more. 
Knowledge thus organized, whatever may be its subject-matter, 
is properly called science. That method of teaching any subject, 
from pure mathematics to literature, ~which strives to fill the 
memory with a chaotic mass of unrelated facts can not be too 
strongly condemned. Owing to the special difficulties that lie in 
the way of giving rational and complete organization to historical 
knowledge, the method in question is perhaps more mischievous in 
teaching history than almost anything else. It is of little use to 
the student to hand over to him, as it were, long lists of names and 
dates and bits of fragmentary information as to the public doings 
and experiences of men. He will never understand by the help 
of any such instruction the real collective life with which history 
deals. 

The best means of organizing historical knowledge is the use 
of outlines, which ought to be as rigorously logical as they can 
be made. The divisions into periods and sub-periods ought to cor- 
respond to natural divisions of the historical process itself. For 
example, an outline of American history would have such main 
heads as the periods of Discovery and Exploration, of Colonization, 
of Inter-Colonial Wars, etc., not simply because this arrangement 



38 High School Bulletin 

will facilitate the work of teacher and student, but because the 
actual unfolding of the history was by just such stages or phases. 
Every new period brings into view a new set of social forces by 
which it is characterized and distinguished from others; but suc- 
cessive periods usually overlap, and their demarcation is often 
puzzling, because the new set of forces shows its influence before the 
old has ceased to work. The real problems of the scientific organi- 
zation of history show themselves in outline making. They must 
be ranked, for intellectual difficulty, far above those of explaining 
a single action or event by establishing a certain consecution of 
facts. They require broad generalizing and fine discrimination. 
The high-school student may be prepared for the struggle with 
these problems that will come when he enters the university by 
judiciously directed exercises in the construction and criticism 
of outlines and summaries. An outline of the kind here meant is 
not simply a topical analysis of a text-book, but rather a logically 
arranged table of the units and sub-units that arise from resolving 
a process of historical evolution into its elements. 

The use of the outline should be enforced by constant reviews 
that will keep it before the student's mind. This is the only way 
to save him from being overwhelmed by details, and to give him a 
sense of real fruitfulness in his efforts. 

The teacher of history should also strive to vitalize his work. 
No student of the subject will ever develop genuine insight and full 
appreciation of the historical process until the past, as he studies 
it, takes on for him its old life. The more of its original concrete- 
ness and peculiar character he can restore, the better he will under- 
stand it. For this purpose he should avail himself, as far as 
possible, of whatever it has left to the world. Its dress, tools, and 
armor; its official, ecclesiastical, and social paraphernalia; speci- 
mens of its art ; and above all its literature, wherein, more than in 
all else, appears the "very age and body of the time." Some of 
these materials, and especially extracts from the literature of spe- 
cial epochs, are available for work in the high school, and they 
should be used sufficiently to show the student their value and to 
stimulate his interest and historical imagination. Of course, "no 
large proportion of time can be given to their study until the 
university is reached, but much will be lost if they are neglected 
altogether. There are now published in convenient form several 



History and Civics in the High School 39 

collections of extracts from the contemporaneous literature of the 
different periods of English and American history that might profit- 
ably be used for reference, or even as texts, in high schools. A 
few of the most available of these collections are as follows : 

American History. 

Hart, Source Book of American History, for Schools and Read- 
ers. (The Macmillan Co., New York, 1899.) One volume; 60 
cent's. Suitable for class use. 

Old South Leaflets (Old South Meeting House, Boston) ; 133 
or more numbers. Single leaflets^ 5 cents; $4 per 100. Bound 
volumes (25 numbers), $1.50 per volume. 

American History Leaflets. (Lovell & Co., New York.) More 
than 30 numbers; 10 cents a copy. 

English History. 

Kendall, Source Booh of English History. (The Macmillan Co., 
Yew York. 1900.) One volume; 80 cent's. 

Colby, F. M., Selections from the Sources of English History. 
(Longmans, Green & Co., Yew York.) $1.50. 

General History. 

Munro, A Source Bool- of Roman History. (D. C. Heath & 
Co., Boston.) $1. 

Robinson, Readings in European History. (Oinn & Co., Bos- 
ton.) $1.50. 

It is impossible to understand the history of a country without 
knowing its physiography and the development of its political geog- 
raphy. Civilization varies with the natural adaptabilities of the 
land, and almost every change of territorial limits is bound up 
with some crisis in national life. Therefore history necessarily 
presupposes a knowledge of physical geography, and includes dili- 
gent attention to historical. For this reason there should he con- 
stant reference to relief and epoch maps, and especially a free use of 
outline maps. It is not necessary, but is rather for historical pur- 
poses a waste of time, for the students to draw the outlines. Neither 
is it well for them to be trained merely to copy from a model be- 
fore the eyes. They may begin with that, but should not stop with 
it. What they .should be taught to do is to fill in on an outline 



40 High School Bulletin 

map, without a model, the boundaries and the main subdivisions of 
the country studied, at the principal epochs of its history. 

It goes without saying that in history, as in any subject what- 
ever, students should be trained to accuracy. No slipshod work 
should be allowed. It is impossible, of course, for any student to 
reproduce all the numerous and complex details of history from 
memory, but he should not be allowed to become so careless as 
not to correct himself constantly. The habit of inaccuracy should 
not be suffered to grow. One of the strongest evidences of inat- 
tention to this principle in the teaching of those students who 
enter the University is the frequent mispronunciation of proper 
names. If these names are Greek or Latin, there are a few simple 
and easily applied rules that will prevent error in most cases, and 
these should be learned and used constantly in dealing with ancient 
history. As to other names, students should be referred to some 
authority for their correct pronunciation, which should be always 
insisted on. 

Text-Boohs. 

For Ancient, Mediaeval, and Modern History more or less satis- 
factory high-school texts will be found in the two-volume set of 
Myers (Ginn & Co.), or West (Allyn & Bacon) ; and for the His- 
tory of England, the manual by C. M. Andrews, or the History of 
England for Schools, by Terry, is recommended. For American 
History, it is more difficult to find a satisfactory treatment. The 
available texts for high schools are generally marked by one of 
three defects : Inaccuracy, want of proper proportion and organi- 
zation, and sectional prejudice. Some that are, on the whole and 
with these reservations, most available are Adams and Trent's 
History of the United States, Johnston's and Hart's Essentials of 
American History. 

By way of conclusion, the attention of teachers is earnestly di- 
rected to three books devoted to the pedagogy of history. They are 
A History Syllabus for Secondary Schools (Heath, 1904), pre- 
pared by a special committee of the New England History Teach- 
ers' Association; Bourne (H. E.), The Teaching of History and 
Civics in the Elementary and Secondary Schools (Ginn, 1902) ; 
and Mace (W. H.), Method in History, for Teachers and Students 
(Ginn, 1898). These books contain valuable outlines of various 



History and Civics in the High School 41 

portions of the field of history, discussions of methods of teaching 
the subject, and lists of reference works adapted to high school use. 

civics. 
(One-half unit may be offered.) 

Closely related to history in the high school is Civics. In public 
schools especially, it is to be expected that strong emphasis will be 
laid on both; for the public school is an institution to promote the 
general welfare, and one of the principal ways in which it does this 
is by raising the standard of citizenship. The studies which con- 
tribute most directly to an intelligent grasp of the duties of the 
citizen are history and civics. 

In the teaching of civics, two objects should be kept in view : 
One to give the student a practical knowledge of American politi- 
cal and social organization and of the functions of the citizen in 
relation thereto, and to purify and confirm his standards of civic 
righteousness; the other to set forth the connection of the subject 
with that of political and social science, as a body of theoretical 
knowledge to be sought after for its own sake. In either case, the 
teacher should not confine the work to an enumeration of the vari- 
ous officials or organs of government, nor a study of the constitu- 
tional and statutory provisions by which their authorities and 
duties are defined; he should seek also to familiarize the student, 
as far as possible, with the actual working of all parts of the gov- 
ernmental system, national. State, and local. This will be least 
difficult, of course, in the case of the local government, the machin- 
ery of which, whether for county, town, or city, is at hand and 
can be observed in its ordinary operation. For the State and 
national government, it is, in general, not practicable; and the 
best substitute for direct observation lies in vivid description. It is 
quite easy to disgust and alienate students by requiring them to 
memorize and repeat a mass of facts, whose significance they only 
half understand; but the same facts, when seen in their proper 
relations to each other and their actual places in an organized 
system — especially if it is by the student's own observation — be- 
come full of living interest. An hour or two spent with a county 
or city official in his office, or a visit to the city council in session, 
would go further towards helping students to understand the real 
nature of county or city government than whole days of study in a 
text-book. 



MATHEMATICS IN THE HIGH SCHOOL 

(Four units may be offered.) 

The teacher of arithmetic in the graded or high school should 
have in mind two principal aims, namely, to impart a comprehen- 
sion of the principles underlying the rules of computation and a 
high degree of accuracy in carrying out these computations on mod- 
erately large numbers. Although the accurate handling of com- 
plicated arrays of figures requires considerable practice — more 
than can be given and more than it is desirable to give in the ordi- 
nary school course — a systematic drill in oral and written work 
will, if judiciously employed, result in a high degree of accuracy 
in ordinary work. 

Neat and methodical arrangement of all written work should be 
insisted upon. Students should be required to check subtraction 
by adding subtrahend and remainder, short divisions by multiply- 
ing divisor and quotient. 

The teaching of rational arithmetic, i. e., the principles under- 
lying the rules of computation, requires careful handling. In fact, 
the demonstration of many of these rules should be deferred until a 
beginning is made in algebra. Thus the algorithm for finding the 
greatest common factor of two numbers or for extracting the 
square root is best deferred until algebra is begun. On the whole, 
a review of rational arithmetic during the first year's algebra 
would greatly improve the student's knowledge of both subjects. 
The time devoted to practical arithmetic is in many schools ex- 
cessive ? and an earlier beginning in algebra would be conducive to 
a better knowledge of the reasons underlying the rules of compu- 
tation and to a greater skill in actual numerical work. 

In the teaching of algebra, as in all mathematical instruction, 
processes, i. e., an orderly deduction of theorems, and not memo- 
rizing should be the constant aim of the teacher. 

Factoring should be taught by abundant drill, solution of quad- 
ratics should always be by "completing the square," and not by a 
formula. The relations connecting the roots and coefficients should 
be proved and frequently employed. The student should be drilled 
into an accurate practice in dealing with surds and rationalizing 



Mathematics in the High School 43 

processes. Oral drills in simple algebraic reductions should be 
freely used. 

Geometry is perhaps the best and the worst taught of all the 
subjects in the high school. The principal defect in the teaching 
is that the structure of the various proofs is not carefully analyzed 
and explained. It should be pointed out to the student why a cer- 
tain group of theorems must necessarily be invoked in proving a 
given theorem, why the drawing of certain auxiliary lines and 
planes are useful in the proof, and why others can not be; the 
arrangement of the proof in separate steps each with its appro- 
priate citation and in due logical order should be insisted on. 
Figures should be accurately and neatly drawn. Drawing instru- 
ments suitable for the purposes can now be bought for a few cents. 
A set of carefully graded originals should be judiciously used, and 
in order that the less gifted pupils be not discouraged by tasks be- 
yond their powers, the more difficult ones should be assigned only 
to the best students. 

Before beginning the subject of strictly deductive geometry, an 
easy set of exercises in drawing, modeling, and paper folding, in 
which the student would become familiar with the figures about 
which he is to reason deductively at a later stage, would be most 
useful. The teaching of solid geometry is much easier and more 
effective if supplemented by the use of a few models, which any 
boy with the least mechanical turn can easily construct. 

The teacher that can bring his pupils to feel - that they have a 
mastery of their geometry, a feeling of confidence in the integrity 
of their own mental processes, has succeeded as a teacher of geom- 
etry. 

In conclusion, a word may be said as to an important matter of 
detail : 

One of the most effective methods not only of inspiring but of 
sustaining the learner's interest in geometry is to require each 
pupil to keep a notebook in which are entered carefully drawn 
figures and accurately worded proofs of originals, and such other 
theorems as may be deemed desirable. Such books should be in- 
spected by the teacher, and be graded both for neatness and accu- 
racv. 



44 High School Bulletin 

A. Arithmetic. 

While the University of Texas does not require a formal exami- 
nation in arithmetic, it is,, of course, difficult for a student to take 
successfully any of the mathematical courses offered here without 
a sound knowledge of this subject. What is desirable is the power 
to analyze accurately original problems of moderate difficulty in- 
dependently of formal rules, and the ability to perform the requi- 
site numerical operations neatly, rapidly, and accurately. 

The metric system should be taught thoroughly and independ- 
ently of any of the other so-called systems. Much time can be 
wasted on the details of commercial arithmetic and in memorizing 
numerous tables of weights and measures. Many problems that 
properly belong to algebra are often solved by arithmetic. 

B. Algebra. 
(One and one-half units.) 

Facility and accuracy in factoring, in the reduction of fractional 
forms, with the ability to handle expressions involving fractional 
indices and radical signs, are the foundation for any attainment 
in algebra. This is what may be called the calculation side. Good 
results can only be obtained here by abundant drill, both written 
and oral. The students should be able to find the highest common 
factor and lowest common multiple of factorable expressions by the 
factor method; should be able to form and solve simple equations 
of the first degree in one, two, three unknowns; should be able to 
solve any quadratic, and determine, on inspection, the sum and 
product of the roots as well as decide concerning their reality; 
or, if the roots of the quadratic are given, should be able to write 
down the quadratic satisfied by them. 

Since algebraic expressions represent certain arithmetic opera- 
tions to be performed on certain numbers usually represented by 
letters, the student should be able to determine when these opera- 
tions are possible, and should be taught frequently to test his 
calculation by substituting particular numbers for the letters in- 
volved. Students are prone to make erroneous inductions unwar- 
ranted by any principles of calculation. Faults of this sort should 
be drastically penalized, and the student should be taught to avoid 
them by checking his results by replacing the letters by particular 



Mathematics in the High School 45 

numbers. The difference between identities and equations should 
be familiar, and the equivalence of equations should receive careful 
attention. 

Such topics as undetermined coefficients, and the binomial 
theorem, except for positive integral exponents, should be excluded 
from any high-school course. The above requirements are fairly 
represented by the first twenty chapters of Wentworth's Elementary 
Algebra, edition of 190G, or by the first fourteen chapters of Be- 
man and Smith's Elements of Algebra, together with pp. 390-4 of 
the appendix. 

C. Plane Geometry. 

(One and one-half units.) 

For entrance the University requires a detailed knowledge of 
the most important theorems of the first five books. This implies a 
precise knowledge of the definitions of the fundamental geometri- 
cal figures and concepts, such as angle, circle, polygon, congruence, 
length, area, equivalence, locus, etc., and an appreciation of the 
nature of a geometrical proof. The structure of various types of 
proofs should be understood, i. e., the usual procedure in a super- 
position proof, an indirect proof, or a locus proof. The comprehen- 
sion of such proof is greatly facilitated by separating the proof into 
its various steps, each step characterized by a citation to a defini- 
tion, an axiom, a previous theorem, or a part of the hypothesis. 

In the teaching of deductive geometry a most valuable auxiliary 
is the judicious use of a well-arranged set of original exercises. 
The teacher should point out the principles which guide in the 
selection of proper auxiliary constructions, and should lead the 
student to find such construction for himself by a process of intelli- 
gent experiment. 

With average students much better results are gotten if the de- 
ductive geometry be preceded by a few months' work in concrete 
geometry, where the pupils get clear and concrete notions of the 
fundamental figures and concepts of geometry by drawing, paper- 
folding, and measurement. A great many pupils fail to learn 
geometry because they have no clear notion of what the technical 
terms of this subject mean. It is in clarifying such notions that the 
concrete geometry is most useful. 



46 High School Bulletin 

D. Solid Geometry. 
(One-half unit.) 

To absolve the entrance requirements in solid geometry, it is 
necessary to present books 6, 7, 8, 9 of the usual arrangement, 
omitting conic sections. The student should be thoroughly familiar 
with the properties of parallel and perpendicular lines and planes 
and well grounded in the theorems concerning polyhedrons. 

The time spent on the first two books should exceed somewhat 
the time spent on the last two. 

The last book should be accompanied by numerous exercises in 
calculation in which accuracy is insisted on. 

A few models of the more important solids are helpful in shaping 
the space intuition of the student, and fairly accurate perspective 
drawing of figures is desirable. 

Logical completeness in proofs should be even more thoroughly 
insisted on here than in the plane geometry, when the student's 
feeling of logical completeness is less developed than at this later 
stage. 

E. Plane Trigonometry. 

(One-half unit.) 

The plane trigonometry required for entrance is the amount 
given in most of the texts in common use, and includes identities 
in two or more letters, solution of triangles, solution and discus- 
sion of simple trigonometric equations and circular measure of 
angles. The student should be able to construct an angle from any 
given function and solve triangles by measurement, by means of 
calculation with natural functions, and finally by calculations with 
tables of logarithms. His arithmetic work should be accurate, and 
he should be taught to use simple checks to test the accuracy of his 
work independent of the answers in the book. The first work in 
solving right triangles should be with the use of natural functions 
and never with the logarithms of such functions. 

The fundamental identities should be carefully memorized and 
their demonstration familiar, but the general induction proof for 
the addition formula? sin(xy) cos(xy') might be omitted with ad- 
vantage, only the proofs for x and y both acute being given. The 



Mathematics in the High School 47 

student should be so instructed that he knows the subject inde- 
pendently of his text. On examinations and all other tests the only 
book allowed should be a table of natural and logarithmic func- 
tions. 



LATIN IN THE HIGH SCHOOL 

(Three or four units may be offered.) 

The minimum preparatory course now required for entrance to 
The University of Texas embraces : 

1. Grammar. 

2. Prose composition. 

3. Translation : 

(a) Viri llomae, or other introductory Latin. 

(b) Csesar, three books. 

(c) Cicero, Manilian Law, and two other orations.* 

(d) Vergil, Aeneid, Book I. 

4. Scansion, the dactylic hexameter in connection with the 
Aeneid. 

The following suggestions may be made touching instruction in 
these subjects : 

1. Forms and Pronunciation.] — Nothing is so important at first 
as the mastery of the forms. In the first year the student should 
learn, not only to recite, but also to write his forms, always mark- 
ing the quantities and the accents, and dividing the syllables. He 
should be cautioned that when text-books write hom-in-is and 
am-av-ero, it is to teach the stem formation, while ho-mi-nis, 
a-ma-ve-ro represent the only correct syllable division. It will not 
be useless even to indicate "length-by-position" by drawing a line 
under the two consonants that give position, as in the following 
words: a-spec-tus, de-spec-tus, a-gri or a-gri (genitive to a-ger), 
but only a-cris (genitive to a-cer.) The correct placing of the 
accent is to be insisted on : a student might be pardoned for not 
knowing the quantity of the syllable na- in na-tu-ra, but it is in- 
excusable not to know that -tu-, the accented penult, is long, or 
that -ra is short, if a nominative, but long, if an ablative; it is 
inexcusable to pronounce eadem (nom. sg. fern, and nom. plur. 



"Teachers generally choose two of the Gatilines. 

f Pronounce a as in Cuba, a as in far; e as in mt-t, e as in fete; i as in 
pin, i as in machine; o as in not, o as in note; u as in full, u as in rude; 
au=ou in house, oe=oi in boil ui=we. The digraph qu=one consonant, 
and y=i. 



Latin in the High School 49 

neut.) like eadem (abl. sg. fern.). The most important quantities 
are, of course, those that characterize the case, the mood and tense, 
person and number of Latin words : this constitutes, — nothing short 
of this does constitute, — a knowledge of the forms. 

In brief : The student should acquire once for all from his in- 
troductory book a lasting knowledge of all the forms he has met, 
and in all his subsequent reading and grammar work this knowledge 
of the forms must be kept alive. Similarly a correct pronuncia- 
tion once acquired must never become slovenly. This will demand 
much reading aloud on the part of both student and teacher, and I 
suggest that every reading lesson be reviewed as follows : The 
teacher to read aloud the review intelligibly, phrase by phrase, and 
the pupil to render this by ear, not having his text open before him. 
To secure exact results in all form-work, the teacher will need 
to make much use of the blackboard, and correct many written 
tasks. 

2. Syntax. — The subject of syntax in any good elementary 
Latin book is introduced piecemeal, one or two principles at a 
time, till the leading points are all presented. By the time the 
student begins Csesar he should be able to distinguish between 
main and dependent clauses and to group them in some graphic 
way by a simple diagram system. 

3. Prose Composition. — Writing Latin is the very best means 
to learn the language : "Writing maketh an exact man." Writing 
should be started almost from the beginning, first as a means of 
teaching forms, quantity, and accent, and then for the sake of 
syntax. By the second year writing should have at least one 
weekly period devoted to it exclusively, and T would recommend 
about two short sentences to go with each reading lesson as well. 

If the teacher prefers to use the method based on sentences drawn 
from the reading books of his class, besides older books of merit, he 
may choose the books of D'Ooge (Ginn & Co.), or Barss (Uni- 
versity Publishing Co.). For the detached sentence plan — not 
neglected in the two books mentioned — one of the best books is 
Bennett's (Allyn & Bacon). Prose sentences should frequently 
be diagrammed in class. 

4. Translation. — As to teaching translation, students ought to 
learn how to translate in written as well as in oral versions. Fre- 
quent exercises to acquire this power should be assigned. I would 



50 High School Bulletin 

suggest that at least once a month in the second and third years a 
passage of ten lines or such a matter be assigned for written trans- 
lation. This might be rendered with bald literalness in one ver- 
sion, while in a parallel column genuine English might be called 
for. No better practice in English composition can be given than 
this, and by this means the enthusiastic Latin teacher might remove 
the reproach that the classics are not practically useful, when, in 
fact, if we take them diligently, they help to a very superior control 
of the mother tongue. The student has acquired some control not 
only of his powers of expression^ but also of his thinking powers 
when he learns to render Manlius Galium caesum torque Spoliavit, 
not by (1) "Manlius spoiled the slain Gaul of his necklet," but by 
(2) "Manlius slew the Gaul and tore his necklet off." So Manlius 
Gallo caeso torquem detraxit should finally be rendered "M. slew 
the Gaul and took his necklet off." Similarly the student must not 
render Manlius, stricto gladio, in Galium invadit by (1) "M. his 
sword having been drawn advanced upon the Gaul," but by (2) 
"M. having drawn his sword advanced, etc.," or by (3) "M. with 
drawn sword, etc." So, in idiomatic English, forte aderat Caesar is 
not (1) "Caesar was present by chance," but (2) "Caesar happened 
to be there." 

Whether or not the student must needs pass through bald trans- 
lations like those marked (1) before reaching the more idiomatic 
ones marked (2) is too large a question to discuss here; but no 
Latin teacher with a conscience sensitive to the duty and privilege 
of teaching English through Latin will ever let his pupil stop 
short of the ideals of translation presented in the versions marked 
(2). 

5. Scansion. — In connection with the translation of the Aeneid, 
pupils shoxdcl be taught the scansion of the dactylic hexameter. 
Teachers would do well before trying to scan the Aeneid, to read 
aloud Kingsley's poem of Andromeda, which will show in English 
the cadence of the hexameter. By the use of Gleason's Gate to 
Vergil (Ginn & Co.) the work in scansion would be, greatly facili- 
tated, but a teacher sure of his own accuracy in scansion will need 
no such makeshift. 

I would now note a few of the shortcomings I have observed 
during my experience as an examiner of students in the last few 
years. They almost never know the constructions of intransitives : 



Latin in the High School 51 

thus they will write incorrectly persuadeor and not mihi persua- 
detur for the passive "I am persuaded"; and unconcernedly make 
the third person form of the verb do duty for the first or second. 
particularly in relative clauses. They are as apt to write . I p polo as 
Apollo; aedes ApoUinaris is "The Apollinaric house," or some 
such thing, not "The temple of Apollo"; bell am Sertorianum is 
not "the war with Sertorius," but always "the Sertorian war." 
These examples to caul ion teachers to set their faces earnestly 
against the young student's carelessness about proper names and 
adjectives. Such spellings as genitive and accusative exhibit the 
same carelessness. Why after two months' close association with 
Catiline will students spell Cahxline? Students are slovenly, too, 
in not distinguishing between such words as orior and ordior, reddo 
and redco. quaero and queror } rrwror and morior, pario and paro 
and pareo. Latin does not lack in words like these which demand 
of the student the most careful attention. 

As interesting private reading, bearing on Roman life, Quo 
Vadis, Last Days of Pompeii, Darkness and Dawn, Macaulay's 
Lays of Ancient Rome, may be mentioned. Every high-school 
library should have, for the use of its Latin students, Harper's 
Latin Dictionary ($6.50, Aim Book Co.) ; Seyffert's Dictionary of 
Classical Antiquities ($3.00, Macmillan) ; Gow's Companion to 
School Classics (Macmillan). Other useful books are a classical 
atlas, Guhl and Kroner's Private Life of the Romans, Schreiber's 
Atlas of Classical Antiquities. 

The School of Latin has on file a record of all its students for 
some eight years past, showing just what preparation they (remem- 
ber themselves to) have had. This record enables us to measure 
the strength of the Latin work in each high school from year to 
year, and often reveals a wide gap between the preparation the 
student has received and the course of study set forth in the cata- 
logue of his school. Such gaps ought never to exist. 

This is the place to say to the Latin teachers of Texas that the 
minimum Latin requirements at our State University are predi- 
cated on a diligent but not very exacting three years' preparatory 
course, and that this standard is a full year in time (in amount of 
ground covered more than a year) lower than the standard of ad- 
mission actually enforced in some other good State universities. 
We ought gradually to raise our standard, not from any require- 



52 High School Bulletin 

merit on the part of the University, but because of the growth of 
our high schools. When our high schools shall determine that 
Texas courses of study shall be equal to the courses in Michigan 
and Illinois high schools, then the University must meet the de- 
mand by setting a higher entrance standard in Latin. Progress 
has already been made and many of our schools are now giving 
four-year courses in Latin. The best of these should aim, by com- 
pleting the full course of study to be presently mentioned, to secure 
four credits for the maximum entrance privilege in Latin. 

Course Suggested for Affiliated Schools. 

(The first three years of this course comprise the minimum 
entrance requirements. The fourth year adds enough more to 
secure four, instead of three, entrance credits. Many schools will 
do well to try and cover in four years, thoroughly the work laid 
down for three years.) 

First Year. 

1. Elementary Book. Lay especial stress on pronunciation, 
division of syllables, declensions by endings, conjugation by sys- 
tems. 

2. Via Latina (12 pp.), or some other easy Latin for practice 
in simple reading. 

Second Year. 

1. Via Latina (12 pp.), as a preparation for Caesar, to secure 
a review of forms and simple principles of syntax. 

2. Caesar, The Gallic War, Books I-III. 

3. Latin Exercises (Prose Composition) ; one lesson each week. 

Third Year. 

1. Cicero, (a) The Manilian Law; (b) two of the Catiline's. 

2. Vergil, The Aeneid, Book I. 

3. Prose Composition, one lesson each week. 

Fourth Year. 

1. Cicero, The Catilines, III and IV. 

2. Vergil, The Aeneid, II-IV. 

3. Cicero, Archias. 

4. Prose Composition, as in third year. 



Latin in the High School 53 

The study of Latin, acknowledged to be highly effective as a 
mental discipline, and contributory at every step to an improved 
knowledge of English, depends for its value on the efficiency of 
the instruction given. One can not teach Latin without knowing 
it, and unless one has enjoyed at least three years of Latin in a 
good high school and at least two years more of maturer work under 
competent teachers, preferably in a college, one may seriously ques- 
tion whether he "has a call" to teach Latin. On the other hand, 
experienced teachers, "apt to teach," who have enjoyed fewer ad- 
vantages of special Latin training, would find themselves greatly 
benefited by taking two or more courses in the summer schools of 
The University of Texas. 

The classical teachers of the University will esteem it a privilege 
to be of service at any and all times to the Latin teachers in the 
high schools. 



GREEK IN THE HIGH SCHOOL 

(Two or three units may be offered.) 

Success in an undertaking is usually in proportion to the pains 
with which its object is kept in view. In the study of Greek, 
though incidentally we gain a great deal more, and ultimately we 
aim at a knowledge of Greek civilization, our primary aim is the 
ability to read Greek. According as one can read Greek with un- 
derstanding and appreciation he is a Greek scholar. In the dis- 
covery of the means best adapted to secure this end lies the secret 
of teaching Greek. 

To understand an inflected language a knowledge of three things 
is needful, — forms, syntax, the meaning of words. Without know- 
ing forms, it is impossible to tell the relations of words; without 
knowing syntax we can not determine the structure of sentences; 
without knowing the meaning of words, we are manifestly helpless. 
To try to learn the three separately is fatal. From the start they 
should continually reinforce and supplement one another. 

The acquisition of forms can be lightened by proper analysis 
and intelligent comparison with Latin, but, after all, it is largely 
a matter of memory. Constant drilling and frequent reviews are 
indispensable. 

In syntax it is harmful to puzzle the student over queer or un- 
common uses, either in the text read or in the grammar, but by 
every means at command, by question and explanation, by special 
grammar references and by systematic grammar study, by com- 
parison with other languages, and, above all, by the writing of 
Greek sentences, the teacher must fix ineradicably the general prin- 
ciples that govern the construction of Greek sentences. Syntax is 
not studied for itself, though it affords an unrivaled mental drill, 
but because without it no real progress is possible in securing the 
power to read. 

With most students of Greek, its vocabulary is a greater diffi- 
culty than forms or syntax. Nevertheless, rational methods greatly 
lighten the task. Association with cognates and derivatives in 
other languages, especially English, is one. Memorizing outright a 
small number of words every day and never losing them is another. 



Creek in the High School 55 

ii told that a word occurs, say, sixteen times in the Anabasis, most 
students will think it a saving of labor to learn the word and be 
done with it. In this connection the word lists in Harper and 
Wallace's Anabasis (American Book Go.) are of much value. 

Another plan, productive of excellent results, is the grouping 
together of words of the same origin and tracing their connection 
in meaning. Admirable examples of such groups are contained in 
the vocabulary to Goodwin and White's Anabasis (Ginn c^ Co.). 
Prefaced by lessons on the formation of words and explained by a 
skillful teacher, they are as interesting as profitable. 

Better than all such means as these is the habit of self-depend- 
ence. Most of the words in a sentence the student can recognize 
at once. By an effort he can recall others. As to the uncommon 
words, by observation of their relation to the rest of the sentence 
as shown by their form, by examination of their formation, by use 
of the imagination, it is possible in most cases to arrive at what they 
must inevitably mean. To confirm such a judgment and fix the 
word in the mind, it is necessary to use the lexicon, ami use it care- 
fully. To turn to the lexicon without earnest effort at self-reliance 
is excellent finger exercise, but it is deadly to the mind. 

Serviceable alike for forms and syntax and words is composition 
in Greek. As a drill in all these, nothing can take its place and 
there is no surer test of real scholarship. It is not an end in 
itself, but it necessitates a command as well of details as of general 
principles that is of inestimable help when applied to the reading 
of a Greek author. For the first year, Greek sentences should be 
written daily. During the second, at least one period a week 
should be devoted to composition. To write in the spirit of the 
Greek, and anything else is surely superfluous, it is necessary at 
first to imitate some good model. Tin's model it is best, perhaps, 
to find in the text being read. 

Hardly inferior to writing Greek as a means of learning the 
structure of sentences ami in the cultivation of a feeling for style 
is the reading of Greek aloud. It is a great help, too, in forms 
and pronunciation, teaching by ear as well as by eye. For the 
first two years, it is well always to read the day's passage aloud, 
either before or after the translation, but never without expression. 
We do not, or should not, read English as if it were meaningless. 
Why, then, read Greek sentences like lists of words in a vocabulary? 



56 High School Bulletin 

Beading in concert is useful, the teacher with proper emphasis 
reading a clause first, the class then reading in unison after him, 
slowly and distinctly, every member making himself heard. A 
class once accustomed to this can read together without trouble, 
the teacher leading with a strong voice, but not giving out the pas- 
sage clause by clause as before. In poetry, of course, this is easier 
than in prose, and even more profitable. There is no surer way to 
learn the measured flow of the verse or to gain a correct idea of 
time. Still, reading in concert does not permit of the finer ex- 
pression of meaning demanded in individual reading. To this it 
but paves the way. 

If such a thing were possible, it might be well to dispense with 
translation entirely. Unfortunately, teachers, being seldom mind- 
readers, are forced to ask their pupils to translate in order to find 
out whether they understand what they read. Yet translation is 
profitable for other reasons also. It is a capital drill in clearness 
and elegance of expression in English. That is, if it be really 
translation. Perfect translation is rendering the thought of one 
language into another, without loss, without addition, in a style 
reproducing the characteristics of the original. This requires in 
the translator a genius akin to that of his author. He must have 
perfect knowledge of the other's language and perfect facility in 
his own. We may not succeed in becoming expert translators, but 
it is worth while to try. From the first day to the last, the good 
teacher will never tolerate bad English. His own renderings being 
irreproachable, he will insist upon idiomatic, if possible elegant, 
English from his students. Literal translation can not be either. 
It results in that horrible translation lingo that is justly the great 
reproach of classical teaching. Of course a passage must be under- 
stood before it can be translated. This once secured, it makes 
little or no difference how "free" the rendering is. If it gives all 
the thought of the original, and no more, in an appropriate English 
style, it is a good translation. 

Let the work begin with an introductory book that is not too 
hard. The more recent ones are White (Ginn & Co.), Ball (The 
Macmillan Co.), G-leason (American Book Co.), Morrison and 
Goodell (D. Appleton & Co.), Benner and Smyth (American 
Book Co.), Burgess and Bonner (Scott, Foresman & Co.). Each 
lesson should be mastered. From the beginning, accuracy is essen- 



Greek in the High School 57 

tial. Errors uncorrected produce slipshod habits. The teacher 
himself will be scrupulously accurate always. 

In the sounds of the letters, it is best to follow the rules as 
given in the books above named. They embody the best American 
usage. Let the words be pronounced always with the principal 
stress on the accented syllable. This is not what accent meant to 
the Greeks, but it is the best we can do. 

It is pleasant to vary the work of the introductory book with 
the reading of a collection of easy stories like Moss's Greek Reader 
(Allyn & Bacon). Short, attractive stories, such as these, stimulate 
the student to read them for their own sake. 

After the introductory book and the easy reader come the Ana- 
basis, grammar, and composition book. Goodwin and White's Ana- 
basis (Ginn & Co.), has many advantages. Kelsey and Zenos 
(Allyn & Bacon), Harper and Wallace (American Book Co.), 
are both popular. C. F. Smith's (D. Appleton & Co.) is new 
and good. Between the two most popular grammars, Goodwin 
(Ginn & Co.) and Hadley- Allen (American Book Co.), there is 
little to choose. Babbitt's (American Book Co.) is remarkably 
simple and clear. GoodelFs School Grammar of Attic Greek is a 
scholarly effort "to aid in meeting the legitimate demand for bet- 
ter results from the time and labor expended." Composition books 
are almost as numerous as introductory books. Woodruff, Harper 
and Castle (American Book Co.), Collar and Daniell (Ginn & 
Co.), Pearson (American Book Co.), Bonner (Scott, Foresman 
& Co.), are all constructed on the imitation theory, the exercises 
being based on passages from Xenophon, chiefly the Anabasis. 

In a good school, the first year's work of five forty-five minute 
periods a week will include the introductory book and the whole 
of a book of stories like Moss's; or, if the stories be not read, the 
first book of the Anabasis, except the ninth chapter. The second 
year, also of five three-quarter hour periods a week, is long enough 
for the first four books of the Anabasis, besides composition. If 
only three books can be read, let them be the first, third, and fourth. 
The fourth is much more interesting than the second. Homer it 
is better to postpone to the third year, if the curriculum include 
one; or to the University. Nobody has a right to begin Homer 
without a thorough grounding in Attic prose. 

In the work of the first years in Greek the learning of new 



58 High School Bulletin 

forms is tiresome, and the strange vocabulary is an ever-present 
stumbling block. It is the teacher's part to smooth the way. Let 
things never drag. "Snap," combined with unfailing patience and 
sympathy, goes a long way to make the student enjoy his class 
hours and carry the interest to his study. 

Then, too, sidelights from history, mythology, art, public and 
private antiquities, will carry a class over many a hard place, and 
may kindle an unexpected enthusiasm. After all, the ideal of 
classical scholarship is a knowledge of classical civilization, and 
though language and literature are now our chief concern, they 
are not all we have to guide us. 

Moreover, there should be pictures illustrative of classical art 
and scenery, the more the better. They are cheap now and wonder- 
fully good. Let there be a plaster cast or two — the Aphrodite of 
Melos and the Hermes of Praxiteles, first of all. The unconscious 
influence of such things is strong not only in rousing an interest in 
things Greek, but in creating a refined taste in general. Next to 
wall pictures and easts, lantern slides give best results. A good 
lantern can be had for $25, and excellent slides for thirty cents 
apiece. ■ If the teacher be a clever workman, he can make them 
himself for less. 

Better than sidelights from the teacher is what the student 
finds out for himself. Let him have access to the proper books and 
be taught how to consult them. Every school should have at least 
the nucleus of a classical library. Among the books first bought 
should be a history of Greece (Botsford : The Macmillan Co., 
$1.25; or Oman: Longmans, Green & Co., $1.20; or Myers: Ginn 
& Co., $1.25), a classical dictionary (Smith, revised by Marindin : 
D. Appleton & Co., $5.00), a dictionary of antiquities (the new 
Smith, revised and shortened by Cornish : H. Holt & Co., $4.00, 
or Seyffert: The Macmillan Co., $3.00), a classical atlas (Kiepert: 
Hand, McNally & Co., $3.00; or Murray's, Oxford University 
Press, $1.50), a manual of Mythology (Gayley: Ginn & Co., $1.50, 
or Bulfinch: T. Y. Crowell & Co., 75 cents, or Murray: C. Scrib- 
ners Sons, $1.25); a history of Greek Art (Tarbell: The Mac- 
millan Co., $1.25; or Wallers's Art of the Greeks: The Macmillan 
Co., $6.00) ; a history of Greek Literature (Jevons: C. Scribner's 
Sons, $2.50, or Fowler: D. Appleton & Co., $1.40, or Mahaffy: 
The Macmillan Co., $4.00). Besides these there should be 



Greek in the High School 59 

Schreiber's Atlas of Classical Antiquities, translated by Anderson 
(The Macmillan Co., $8.00), Gardner and Jevons's Manual of 
Greek Antiquities (C. Scribner's Sons, $4.00), Gulick's Life of 
the Ancient Greeks (D. Appleton & Co., $1.40), T. G. Tucker's Life 
in Ancient Athens (The Macmillan Co., $1.25), Goodwin's Greek 
Moods and Tenses (Ginn & Co., $2.00), and Liddell and Scott's 
Greek-English Lexicon (The American Book Co., $10.00). 

In all his work the teacher will remember that his primary 
object is to teach the student to read Greek. Everything else is 
subsidiary to this. The true teacher will know what is essential 
and what is not; what must be stressed and what passed lightly 
over; yet he will not forget that "haste makes waste." and that 
the fruit of carelessness is muddy thinking. 



MODERN LANGUAGES IN THE HIGH SCHOOL 

INTRODUCTORY. 

It seems generally agreed today that the modern languages de- 
serve a place in the high school curriculum. 

They have the disciplinary value which is inherent in all lin- 
guistic studies, and they serve as an introduction to the life and 
literature of the most important nations of modern Europe. 

There exists, however, considerable diversity of opinion as to the 
best method of teaching these languages. To a certain extent this 
difference of opinion is a real one. But largely it results from a 
misconception as to the true aims of modern language instruction, 
or, at any rate, from a lack of agreement as to their relative im- 
portance, and from the failure to take into account the special 
conditions with which every teacher has to deal. 

There does not exist one right method which must or may be 
applied under all circumstances. It is obvious, for example, that 
if the modern language is regarded primarily as a means of train- 
ing, the teacher may be justified in laying special stress on the 
grammar, but that if his aim is to impart facility in reading, he 
may deem a little grammar sufficient for that purpose. Again, if 
one would learn to speak a language, grammar and reading may 
prove of great assistance, but they are not sufficient. Further, the 
age of the pupils, their knowledge of other languages, the size of 
the class, the length of the course, and his own equipment, must 
be considered by the teacher in determining both what is legal 
shall be and how he shall attempt to reach it. Nor is it a matter 
of indifference whether the student is likely to continue the study 
of the languages after leaving the high school, and whether he is 
likely to have occasion to use this language, and, if so, whether 
in its written or in its spoken form. 

It follows that it is difficult to give specific directions, and the 
outlines below, although they have been made as definite as possible, 
must be regarded largely in the light of suggestions. 

It must not be overlooked, however, that in the controversy 
which has been waged on the subject of methods in modern lan- 
guage instruction, certain principles seem to have been clearly 



Modern Languages in the High School 61 

established, and no teacher is to be pardoned who fails to acquaint 
himself with these. In this connection, teachers are urgently re- 
quested to consult the Report of the Committee of Twelve of the 
Modern Language Association of America, published by D. C. 
Heath & Co. (price 16 cents), a remarkably clear and fair dis- 
cussion of the ideals and methods of modern language instruction. 
The following books will also prove instructive : Methods of 
Teaching Modem Languages (D. C. Heath & Co.) ; A Practical 
Study of Languages, by Henry Sweet (Henry Holt & Co.) ; How 
to Teach a Foreign Language, by Otto Jespersen (The Macmillan 
Co.) ; The Teaching of Modern Languages, by Leopold Bahlsen 
(Ginn & Co.). 

GERMAN. 

(Two or three units may be offered.) 

The following suggestions are offered as indicating the kind of 
}) reparation required in German for admission to the University. 

The pronunciation is a matter of primary importance for the 
beginner. Constant drill should be kept up until right habits are 
firmly fixed. It will be necessary to train both the ear and the 
vocal organs of the learner; oft repeated imitations of a good pro- 
nunciation are the only sure means of acquiring an approximately 
accurate pronunciation. A knowledge of phonetics is an invaluable 
aid to the teacher in correcting faults, for it enables him to see 
the difficulty of the pupil and help him to overcome it. 

A thorough drill in the idioms acquired by the memory and 
frequent repetition of colloquial sentences is highly recommended. 
The teacher can easily improvise exercises for drill in idioms by 
noting down suitable sentences from the reading. 

Grammatical forms should be dwelt upon until they become 
second nature. Let the teacher concentrate upon those words that 
belong to the language of everyday li fe and make sure of these. The 
rest will follow without effort. Useful hints on teaching German will 
be found in The Report of the Committee of Twelve of the Modern 
Language Association of America: Methods of Teaching Modern 
Languages (Heath) : Practical Study of Language, by Henry 
Sweet (Holt). 

The work of the first and second years should consist mainly 
in drill on forms, on modern German idioms, on word-order, 



62 High School Bulletin 

sentence-structure (very slightly). Heading should be begun as 
early as jDossible and drill in pronunciation connected with it. 
Grammars containing good idiomatic colloquies are best suited for 
these years, as the pupils will thus get the best idioms of the Ger- 
man with a knowledge of grammar and the vocabulary. 

In the third year (and fourth, if given), reading and compo- 
sition should be stressed. Style and sentence structure should re- 
ceive the greatest attention and conversation may be begun or con- 
tinued. The reading should be selections from the best prose, 
dramas, and histories. Minna von Barnhelm and Wilhelm Tell 
ma,j be read as an introduction to the classics. 

For the guidance of the teacher the following three years' course 
in German for preparatory schools is suggested. 

First Year. 

First Half. — Grammar (for the Natural Method) : Bernhardt 
Sprachbuch I (Schoenhof) ; (for the old. method), Collar-Eysen- 
bach (Ginn), Spanhoofd (Heath), Beginning German, by H. C. 
Bierwirth (Holt), German Grammar, by Paul V. Bacon (Allyn & 
Bacon). Eeading: Marchen und Erzdhlungen, by Guerber 
(Heath), any of the many readers, or any collection of short stories, 
40 to 50 pages. 

Second Half. — Grammar: Joynes-Meissner (Heath), Thomas 
(Holt), Elements of German, by IT. C. Bierwirth (Holt), Beading 
continued, 50 to 75 pages. 

Second Year. 

First Half. — -Grammar : Bernhardt Sprachbuch II, or Collar- 
Eysenbach, or Spauhoofd, or Bierwirth, or Bacon, continued. 
Beading as above, continued, 75 to 100 pages. 

Second Half. — Joynes-Meissner, or Thomas, or Bierwirth, con- 
tinued. Beading of easy prose pieces or easy plays, 100 to 150 
pages. 

Third Year. 

First Half. — Grammar : Alternate exercises to Joynes-Meissner, 
or Hervey's Supplemental Exercises to Thomas, or the more diffi- 
cult exercises in Bierwirth's Elements of German. Beading : Short 
stories or more advanced plays, 125 to 175 pages. 



Modern Languages in the High School 63 

Second Half. — Joynes-Meissner II, Thomas II, Bierwirth (Syn- 
tax). Reading: Minna von Barnhelm, Wilhelm Tell, or more 
difficult prose pieces, 150 to 200 pages. 

FRENCH. 

(Two or" three units may be offered.) 
First Year. 

I. — Grammar and Composition: Careful drill in pronuncia- 
tion and in the rudiments of grammar, including the conju- 
gation of the regular and a few important irregular verbs, the 
forms and the most important uses of the various classes of pro- 
nouns, the chief rules for the inflection of nouns and adjectives 
and for the agreement of adjectives and participles, the use of 
the partitive and generic articles, and the word order in the sen- 
tence. Exercises should be written frequently. The written accent- 
is as important as any other element of spelling. 

Dictations and oral practice, based on the reading and on the 
exercises, are invaluable. 

From the many text-books available it is bard to make a choice. 
Possibly Downer's First Book in French (Appleton & Co.) and 
Newson's First French Book (Newson & Co.) may be recommended 
as good books illustrating different methods of approach. Indeed, 
these two books might profitably be used to supplement each other. 
In the case of the former the teacher will doubtless not consider it 
always desirable to follow the order of the book. 

II. — About 150 pages should be read. Suitable text-books 
are: Malot's S-ans Famille (Heath) : Erckmann-Chatrian's 
Waterloo (Holt) ; Jules Verne's L'Expedition de la Jeune Hardie 
(Heath) ; any one of the many readers available, etc. 

Second Year. 

I. — Grammar and Composition: Continued drill in the ele- 
ments of grammar, including the subjects mentioned under 
"First Year," to be studied now in greater detail, all the important 
irregular verbs, the most important uses of the tenses of the in- 
dicative, the most important uses of the conditional, subjunctive, 
and infinitive, and of prepositions, adverbs, and conjunctions. 
Perhaps by the end of the second year the student should have gone 



64 High School Bulletin 

over the ground covered in Downer's First Book in French (all 
the exercises need not have been written) . 

Dictation, oral practice, and reproduction are of the greatest 
importance. 

II. — Possibly 250 pages may be read in this year. Suit- 
able texts are: About's Le Roi des Montagnes (Heath) ; Daudet's 
Le Petit Chose (Heath) ; Labiche et Martin's Le Voyage de M. 
Perrichon (G-inn) ; Merimee's Columba (Holt) ; etc. 

Third Year. 

I. — Grammar and Composition: By the end of the third 
year the student should have finished a grammar of moderate 
completeness, such as Edgren's Compendious French Grammar 
(Heath), or Fraser and Squair's French Grammar (Heath), al- 
though his attention should still be directed mainly towards the 
important topics. 

Eeproduction of passages read or heard, as before ; oral practice ; 
dictation. 

II. — About 350 pages may be read from the following texts: 
Hugo's La Chute (Heath) ; Maupassant's Ten Short Stories 
(G-inn) ; France's Le Crime de Sylvester Bonnard (Holt) ; etc. 

All exercises should be carefully corrected by the teacher. Texts 
should be selected from nineteenth century authors; preferably fic- 
tion, with one or two plays in the second and third years. 

The above lists of texts for reading are intended to be sug- 
gestive only. 

SPANISH. 

(Two or three units may be offered.) 

First Year. 

I. — Grammar : 

Complete an elementary grammar, e. g. Loiseaux's (Silver, Bur- 
dett & Co.), Edgren's (D. C. Heath). Knoflach's Spanish Sim- 
plified (University Pub. Co., New York), or Marion & Des 
Garennes' Introduccion a la Lengua Castellana (D. C. Heath). 

Exercises to be carefully written and corrected. Careful drill 
on the forms and uses of the various classes of pronouns : personal, 
possessive, relative, demonstrative, and interrogative. Without too 
much insistence on special rules, pay careful attention to wntten 



Modern Languages in the High School 65 

accent. Pay careful attention to position of the adjective and its; 
agreement with the noun. 

Verbs should be covered as follows: The three regular con- 
jugations, ser, estar, tener; and haber with compound tenses. 
Without insistence on why changes take place, verbs, of the volver, 
pensar classes should be learned. A few irregular verbs. Oral 
drill. 

II. — Dictation and as much oral work as possible, based on 
reading and exercises. 

Texts suitable for reading in beginners' course : Ramsey's 
Spanish Header (Henry Holt & Co.) ; Worman's First and Second 
Readers; Second and Third Spanish Readers (Silver, Burdett & 
Co.) ; Doce Cuentos Escogidos (W. Jenkins & Co.) ; Pinney's 
Spanish Conversation, two parts (Ginn & Co.). 

Second Year. v 

I. — Grammar : 

Hills and Ford's Spanish Grammar, through lesson — 

Work on the pronouns specially; on the subjunctive and on the 
imperative. 

Verbs as follows : Verbs of the sentir, pedir classes, principal 
irregular verbs; orthographical changes in verbs should be noticed 
and studied. Careful exercise work. Oral drill. 

II. — Dictations, vocabulary work, easy reproductions, oral and 
written. 

Texts for reading: El Molinerillo y Otros Cuentos (W. Jenkins 
& Co.) ; Amparo (P. G. Cortina) ; El Final de Norma (W. Jenkins 
& Co.) ; Victoria y Otros Cuentos (D. C. Heath & Co.) ; Zara- 
giieta (Silver, Burdett & Co.), etc. 

Third Year. 

I. — Grammar : 

Finish and review Hills & Ford's. 

During this year the Reflexive should be specially studied, also 
the prepositions por and para. The use of the articles in Span- 
ish should be carefully developed and dwelt upon; the subjunctive 
should be constantly reviewed in a practical way. 

Verbs as follows : Finish the irregular verbs ; review verbs 
showing orthographic changes; thorough review of five classes of 



66 High School Bulletin 

verbs with explanation and reasons for vowel changes; above all, 
oral and written drill involving actual use of irregular, forms. 

II. — As much reproduction work as possible. 

Texts for reading: Jose — Valdes (D. C. Heath & Co.) ; Guentos 
Escogidos — Alarcon (D. C. Heath & Co.) ; El Si de Las Ninas — 
Moratin (Ginn & Co.) ; Knapp's Spanish Reader (Ginn & Co.) ; 
Matzke's Spanish Pleader (D. C. Heath & Co.). 

Note. — At the discretion of the instructor, Garner's Spanish 
Grammar (American Book Co.) may be substituted for Hills & 
Ford's, or Eamsey's Spanish Grammar (Henry Holt & Co.) may 
be used. 

It is advisable throughout the course to give due importance to 
the pronunciation and to the oral work. In the earlier stages, the 
reading may well be made the basis of all work; with children, 
some progress in reading and in oral work should have been made 
before the grammar is begun. 

After a fair foundation has been laid, special stress should be 
laid on correctness and accuracy in writing. 

It should be borne in mind that the above outline is intended to 
be mainly suggestive; the individual teacher should adapt it to 
the needs of his own classes. This is particularly true with refer- 
ence to the text-books suggested for reading; the list is not exhaus- 
tive, and, on the other hand, in no case will all the books men- 
tioned be read; but, from the second year on, from 150 to 250 
pages a year might reasonably be expected as a minimum, the 
actual amount of reading varying with the class, tbe method pur- 
sued, and the collateral work clone. 



PHYSICAL GEOGRAPHY IN THE HIGH SCHOOL 

(One-half unit may be offered.) 

The Physical Geography offered to absolve an entrance require- 
ment of the University should include both text-book instruction 
and laboratory practice. It is thought that five exercises per week 
for a half year, at least, will be necessary to complete the work. 
Probably the best results will be obtained by devoting three periods 
to recitation and the equivalent of two periods to laboratory prac- 
tice. By the equivalent of a recitation period is meant the time 
actually spent in recitation plus that spent in preparation, that 
is to say, a laboratory period should be twice if not three times 
as long as a recitation period. (In the University a laboratory 
period of three hours is the equivalent of a recitation period of 
one hour.) While the laboratory work should be under the direct 
supervision of the instructor, the pupils should do the work. All 
notes should be carefully written and the drawings, maps and dia- 
grams well made. Slovenly work should not be accepted and hasty 
work should be discouraged. 

That there may be a definite understanding concerning the hind 
of laboratory practice required the following sample exercises from 
Laboratory Lesson* in Physical Geography, by Everly, Blount and 
Walton are cited. Equivalent exercises from a Laboratory Manual 
in Physical Geography, by Frank W. Darling, or from Laboratory 
and Field Exercises in Physical Geography, by Gilbert H. Trafton, 
will, however, be accepted. 

I. MATHEMATICAL GEOGRAPHY. 

1. A Globe Exercise: To study latitude and longitude, etc., 
on a globe representing the rotating earth. 

2. The Globular Projection of the Western Hemisphere: To 
represent in a plane the curved surface of half a sphere. 

3. Mercator's Map of the Earth: To draw a map that shall 
represent the surface of nearly the whole earth, and in which the 
points of the compass do not shift in going across the paper. 

4. Sunrise and Sunset Graphs : To sudy and compare graphi- 
cally the lengths of day and night throughout the year. 



68 High School Bulletin 

5. Standard Time: To study the time belts commonly em- 
ployed in the United States. 

II. MATEKIALS OF THE EARTH'S CRUST. 

6. Preliminary Study of Minerals : To learn the appearance of 
minerals in granite. 

7. The Study of Minerals : To study in detail the minerals of 
the preceding exercise together with calcite, gypsum, rock salt, kao- 
lin, etc. 

8. The Study of Eocks: (a) Granite and gneiss; (b) lime- 
stone and marble; (c) shale and slate; (d) sandstone and quartzite. 

9. Coal: To study the characteristics of coal. 

10. Hard and Soft Water: To determine whether water is 
hard or soft. 

III. DRAINAGE AND LAND FORMS. 

11. First Exercise with Contours: To familiarize pupils with 
the use and meaning of contours. 

12. Second Exercise with Contours: To construct a contour 
map from numbers placed on a chart. 

13. Illinois. — La Salle Sheet U. S. G. S. : To study the earlier 
stages of river development. 

14. Drainage Areas: To map and study the drainage of the 
United States. 

15. Iowa-Illinois. — Savanna Sheet, U. S. G. S. : To study a 
typical portion of the Mississippi valley and adjacent upland along 
the middle course of the river. 

16. Louisiana. — Donaldson Sheet, U. S. G. S. : To study the 
swamp flood plain and levees along the lower course of the Mis- 
sissippi Eiver. 

17. Illinois. — Ottawa Sheet, U. S. G. S. : To study a region 
of immature drainage. 

18. West Virginia.— Charleston Sheet, U. S. G. S. : To study 
a region of mature surface drainage. 

19. Kansas.— Caldwell Sheet, U. S. G. S. : To study a region 
in the central part of the Great Plains. 

20. California. — Shasta Special Sheet: To study a young, but 
inactive volcano. 

21. California. — Shasta Special Sheet: To study the glaciers 
on Mt. Shasta. 



Physical Geography in the High School 69 



IV. THE ATMOSPHERE. 

22. Colors in Sunlight: To study the colors that compose 
white sunlight. 

23. Absorption of Colors : To learn how some of the colors of 
the sunlight may be absorbed by passing through a substance or by 
being reflected from it. 

24. Atmospheric Pressure: To determine whether the atmos- 
phere exerts pressure. 

25. Weather Maps: To represent on a map the weather con- 
ditions on a given date. 

26. Weather Kecord. 

27. Rainfall in the United States: To map and to study the 
average annual rainfall within the United States. 

28. Daily Eange of Temperature: To plot and to study the 
daily changes of temperature in summer and in winter at a place 
in the interior of a continent and at a place on an island in the 
sea. 

V. THE OCEAN. 

29. Section of Ocean Border. — Continental Shelf: To show 
the widths of the continental shelf, the depths of water, and the 
slopes of the bottom. 

30. New Jersey.— Atlantic City Sheet, U. S. G. S. : To study 
the sea border of a low growing plain. 

31. Maine. — Boothbay Sheet, U. S. G. S. : To study the ocean 
border of a high rocky plain well dissected by rivers. 

32. Winds and Currents : To study the relation of the ocean 
surface circulation to the planetary winds. 

33. Bainfall and Vegetation: To study the distribution of 
rain over the earth, and the vegetation areas and belts depending 
on rainfall and temperature. 

It is important that the teacher should encourage geographic 
observations at first hand which may be written up in the form of 
brief notes or occasional essays. The action of water upon land 
surfaces can be studied, if only in the temporary rills formed by 
the falling rains; atmospheric currents — winds — and weather per- 
mit of constant observation, and if instrumental, as with vane, 
thermometer and barometer, so much the better. The study of 
clouds is a topic of never-failing interest. In the more rugged 



70 High School Bulletin 

portions of our State the decay of rocks may be noted and the 
physical agents that assist in or promote rock decay studied. On 
the other hand; the resistance of solid rocks or hard layers to 
stream wear, with the formation of cascades and waterfalls, af- 
fords a fruitful subject for investigation, even if exemplified in the 
wayside ditch. Then, too, much can be learned by a study of the 
changes wrought by storms — the effects of wind action and of 
Avave action, especially when of a violent character, as seen in 
cloudbursts, tornadoes, etc. There is no subject more suggestive 
to the thoughtful mind than Physical Geography, the problems 
are so varied and interesting, changing with each locality. Thus 
wave action may be studied by those living on the coast or near 
ponds and lakes ; cliff disintegration by those living in mountainous 
regions ; the relations of plant life to the underlying rocks by those 
inhabiting a region of varying geological formations. 

To understand physical geography well there must be a com- 
plete understanding of maps, especially the contour map. To 
the pupil such a map should become something more than a mere 
plan upon paper — it should become a picture with its topographic 
forms, hills and valleys, lake basins and mountains, plains and 
plateaus, so brought out as to form a clear and distinct impression. 
In these days of cheap photographs, correct representations of the 
relief of most regions can be placed in the hands of the pupil at a 
trifling cost. In well-equipped schools additional facilities may be 
afforded by models showing different types of relief and by relief 
globes. From them various sketches and drawings may be made 
which will afford practice of substantial value. 

Text-books: For recitations one of the following books is rec- 
ommended: Maury- Sim onds' Physical Geography (American 
Book Co.) ; Davis' Elementary Physical Geography (Ginn & Co.) ; 
Gilbert and Brigham's An Introduction to Physical Geography 
(D. Appleton & Co.) ; Tarr's New Physical Geography (The Mac- 
millan Co.) ; Fairbanks' Practical Physiography (Allyn & Ba- 
con). 

For laboratory practice, exercises, as already indicated, selected 
from one of the following: Lab oratory Lessons in Physical Geog- 
raphy, by Everly, Blount, and Walton (American Book Co.) ; 
A Laboratory Manual in Physical Geography, by Darling, Atkin- 



Physical Geography in the High School 71 

sou, Mentzer, and Grover; Laboratory and Field Exercises in 
Physical Geography, by Trafton (Ginn & Co.). 

It is felt that students entering the University should possess 
some knowledge of the State in which they live. It is recom- 
mended, therefore, that the geography of Texas be made a part of 
the school course, as collateral reading, if it can not be given a 
more prominent position. Text-book : Simonds' Geography of 
Texas: Physical and Political (Ginn & Co.). 

Laboratory Equipment. 

That portion of the laboratory equipment necessary for the above 
exercises which should be furnished by the school is as follows : 

1 six-inch globe. 

1 small ball. 

Specimens of granite, calcite, gypsum, rock salt, kaolin, quartz, 
feldspar, mica, gneiss, limestone, marble, shale, slate, quartzite, 
lignite, bituminous coal, anthracite. 

1 bottle dilute hydrochloric acid. 

3 (or more) hand magnifiers. 

4 (or more) sets of the map sheets marked IT. S. G. S. (United 
States Geological Survey). 

1 glass prism. 

1 small mirror. 

Most of the above equipment can be supplied by school furnish- 
ing houses, with the exception of the maps which must be pur- 
chased from the Director of the United States Geological Survey at 
Washington. 

The pupils should furnish their own rulers, dividers, and col- 
ored pencils, etc. 



PHYSIOLOGY AND HYGIENE IN THE HIGH SCHOOL 

(One-half unit may be offered.) 

This subject should be so taught in the high schools that it will 
have a practical bearing directly on the pupils and indirectly on 
the community. These two objects introduce difficulties in the 
way of giving general directions. In a malarial district, for in- 
stance, the cause of malaria and how to rid the community of 
mosquitoes would be subjects worth careful consideration. Again, 
in a community where typhoid fever is prevalent, the subjects of 
drinking water, the source and contamination of same, and sewage 
should receive attention. In a community in which much build- 
ing is done, it would be worth while to consider the questions of 
sanitary locations, sanitary constructions, the lighting of build- 
ings, the best position for windows, ventilation, etc. 

With the above hints concerning the adaptation of suitable ques- 
tions for study to different communities, we may notice the grade 
of pupils to be taught. Two courses may be offered, one to pupils 
in the last years of the elementary school and one to the more 
advanced pupils of the high school. While the following sugges- 
tions are for high-school teachers, they may be of service to teachers 
of the elementary schools. 

To give a successful course in physiology and hygiene, something 
more is required than just a teacher on the one hand and some 
pupils on the other. In addition to the teacher and pupils, some 
laboratory material should be provided. 

Laboratory Equipment. 

A. Microscope and Accessories, 

One or more compound microscopes. 

Glass slides and cover glasses (one box of each will be sufficient). 
One set of instruments consisting of (a) scissors, (b) forceps, 
(c) scalpel, (d) two dissecting needles. 
One-half dozen pipettes (medicine droppers). 
A good section razor. 
Glass and rubber tubing. 



Physiology and Hygiene in the High School 73 

This material may be secured from Bausch & Lomb, Bochester, 
N. Y., or from The Spencer Lens Company, Buffalo, N. Y. 

B. Models and Skeletons. 

Model showing positions of organs in the thoracic and abdominal 
cavities. 

Model of section through head, showing mouth, nose, throat, 
and position of brain in cranium. 

Model of section through skin. 

The following may be added when funds will permit: Models 
of circulatory organs, eye, ear, throat, a mounted human skeleton. 

These supplies may be secured from The Kny-Scheerer Com- 
pany, 225 Fourth Avenue, New York, or from Ward's Natural 
Science Establishment, Bochester, N. Y. 

C. Physiological Apparatus. 

A mechanical circulatory apparatus. 

A mechanical respiratory apparatus. 

An artificial eye. With this the eye structure, near-sightedness 
and far-sightedness may be demonstrated. 

These articles may be secured from the Harvard Apparatus Com- 
pany, Brookline, Mass. 

D. Chemicals. 

Hydrochloric acid (diluted to 4 per cent). 

Nitric acid. 

Strong ammonia. 

Alcohol (95 per cent). This should not be denatured, but ethyl 
alcohol. 

Ether. 

About 200 cubic centimeters of each of the above-named articles 
will be sufficient. 

Chloroform, 500 cc. 

Caustic soda or potash, 500 cc. 

Castor oil, 500 cc. 

Tincture of iodine, small amount. 

Glycerine, 200 cc. 

Bichromate of potash, 200 cc. 

Methyl green stain, 100 cc. (in solution). 



74 High School Bulletin ' 

Sodium carbonate, 200 cc. 

Formalin, 2000 cc. 

These chemicals may be secured from Bausch & Lomb, Bochester, 
1ST. Y.; or Eimer & Amend, 205-211 Third Avenue, New York 
Other chemicals needed but mot enumerated here, may be bought 
from local dealers. Such things as corn starch, flour, potatoes, 
cane sugar, eggs, vinegar, pancreatic extract, extract of the stom- 
ach, rennet^ etc., may also be secured from local dealers. 

This equipment will probably cost from $100 to $125. 

Text-Boolcs. 

One of the following text-books may be used : Overton's Ap- 
plied Physiology, "Advanced (American Book Co.); The Human 
Mechanism, by Hough and Sedgwick (Ginn & Co.) ; Physiology 
by the Laboratory Method, by Brinkley (Ainsworth & Co., Chi- 
cago) ; High School Physiology, by Hewes (American Book Co.) ; 
A Practical Physiology, by Blaisclell (Ginn & Co.) ; Martin's Hu- 
man Body (briefer course), (Henry Holt & Co.) ; Goulton's Ele- 
mentary Physiology and Hygiene (D. C. Heath & Co.). 

Reference Boohs for Teachers. 

Food and Dietetics, by Hutchinson (Wm. Ward & Co.) ; Pyle's 
Personal Hygiene (Saunders & Co., Philadelphia) ; Principles of 
Sanitary Science and Public Health, by Sedgwick (Macmillan & 
Co.). 

General Suggestions. 

Unless the teacher has had considerable experience, it will be 
best to use a book containing directions for laboratory work. 
Hewes, Overton, and Blaisdell indicate laboratory work to be done. 

Some dissecting may be done with great advantage. For this 
rats may be used. These may be chloroformed in a closed can in 
some other than the school room. The position and shape of the 
organs of the rat are not unlike those of the human body. The 
skull of a clog or cat will show teeth best. Circulation may be 
studied by injecting the system with a solution of red starch. 

The antagonistic action of muscles may be shown best by the 
use of the leg and foot of a chicken. 

Any fresh material may be kept in a 6 per cent solution of 



Physiology and Hygiene in the High School 75 

formalin. Material preserved in formalin looks as if it were 
cooked, the nauseating appearance of blood is thus eliminated. 

In selecting subject matter for study, teachers are urged to in- 
clude foods and dietetics and those subjects which deal with every- 
day life. 

Note-Books. 

Pupils should be required to record in suitable note-books draw- 
ings, statements of experiments performed, references, and com- 
ments upon their work. Teachers should examine note-books from 
time to time, and make such comments and corrections as will 
tend to add accuracy and interest to the work of the pupils. The 
note books should represent, in outline, a summary of the work 
accomplished. 



PHYSICS IN THE HIGH SCHOOL 

(One or two "units may be offered.) 

Not merely because of the fact that physics may be offered as 
fulfilling an entrance requirement of the University of Texas, 
but because of its marked value as a factor in the education of 
any and all high-school pupils, it has seemed proper to set forth 
those methods of instruction which actual experience has shown 
should everywhere be followed. So, in considering the require- 
ments for "affiliation" in physics or for entrance to the University 
which are presented in the following pages, it should be borne in 
mind that the University is not seeking to inculcate any unusual 
or untried methods of teaching. Bather it is endeavoring to en- 
courage the development of those which, from the standpoint of 
the interests of the high school and all the pupils taught therein, 
will lead to the best mental discipline and contribute, so far as lies 
within the province of any one subject, to that culture which was 
defined by Mathew Arnold as "knowing one's self and the world." 

METHODS OF TEACHING AND DISTRIBUTION OF TIME. 

Here the results of actual experience furnish the surest guide. 
There exists a consensus of opinion among all leading teachers in 
the high schools, colleges, and universities that the purposes in view 
can best be subserved by a combination of class-room instruction 
and individual laboratory practice, occupying at least five school 
periods of forty-five minutes each, per week, throughout the year. 
There is an equal agreement with the opinion that, of the five 
periods a week devoted to the course, three periods should be given 
to class-room instruction and two to laboratory exercises. Since 
the student need make no special preparation for these exercises, 
beyond reading over carefully the directions to be followed, it is 
strongly recommended that the time devoted to them be increased 
to two consecutive periods on two days of the week, thus giving 
four periods to laboratory work. This can be easily accomplished 
by such an arrangement of the schedule as will give a study period 
preceding the recitation period, the same to be added to the labor- 
atory period on the days when laboratory instruction is given. So 



Physics in the High School 77 

much time is required for the adjustment of the apparatus and 
the recording of notes and observations on the experiments that it 
is difficult to accomplish any work of real value in a single period. 
Moreover, it is found that, far from proving a strain upon the 
student, the use of the two periods in laboratory practice creates 
a greater interest in the work and prevents it from degenerating 
into a sort of kindergarten exercise. 

CLASS-ROOM INSTRUCTION. 

The Text-Booh. 

With no wish to discriminate in favor of particular text-books 
as against others that experience proves to be of equal merit, the 
following list is submitted, in alphabetic order, as fulfilling the 
requirements for thorough instruction : Andrews and Howland's 
Elements of Physics (The Macmillan Co.) ; Carhart & Chute's 
High School Physics (Allyn & Bacon) ; Cheston, Gibson & Tim- 
merman's Physics (D. C. Heath & Co.) ; Crew's Elements of 
Physics (The Macmillan Co.) ; Goodspeed's Gage's Principles of 
Physics (Ginn & Co.) ; Hoadley's Brief Course in Physics (Ameri- 
can Book Co.) ; Mann and Twiss' Physics (Scott, Foresman & 
Co.) ; Millican and Gale's First Course in Physics (Ginn & Co.). 

Recitations and Lectures. 

In the class-room, the advantages of both lectures and recitations 
should be combined, frequent illustrations being necessary in order 
to impart correct ideas. For this purpose, simple apparatus, 
largely home-made, is desirable as best calculated to stimulate the 
interest which leads to independent thought and study. Highly 
finished and expensive apparatus is not only unessential, but it 
often distracts the student's attention from the purposes of the illus- 
tration and leads them to conclude that polished brass and mohogany 
are requisites to successful experimenting. Properly arranged ex- 
periments will illustrate the principles involved and also teach the 
scholar, in the study of physical phenomena, to secure compliance 
with the essential factors regardless of external appearances. For- 
tunately, such necessary apparatus as can not be easily constructed 
by the teacher and scholars can be purchased at very reasonable 
prices from several makers, the equipment of high schools having 



78 High School Bulletin 

created a demand for apparatus which, while simple, is accurate 
and satisfactory. 

Numerical Problems. 

Special emphasis should be placed upon the solution of numer- 
ical problems without which the training is sure to prove super- 
ficial and inaccurate. It is desirable to assign at least four prob- 
lems at each recitation, the solutions to be handed in at the next 
exercise, to be corrected and returned later. One of the problems 
should refer to some portion of the text studied at an earlier date, 
constant review work being essential. Much time will be saved 
in the correction of these exercises if the scholars be compelled 
to present the solutions neatly done on paper of uniform size. The 
corrected problems, if preserved, will prove of distinct advantage 
to the student in any further work in the subject. 

To supplement the problems given in the text-book the teacher 
will find it of assistance to use one of the various books of prob- 
lems, such as, for example, Pierce's Problems of Elementary 
Physics (Henry Holt & Co.) ; Snyder and Palmer's Problems in 
Physics (Ginn & Co.). 

Training in English. 

In every case, whether it be in the oral recitation or in the writ- 
ten work, the student should be required to xise good English and 
to express himself clearly and accurately. It is a common and well- 
founded criticism that scientific or technical students are lament- 
ably weak in the handling of their mother tongue. While it is 
true that the student of the classics or the modern languages has 
a distinct advantage in this respect through his constant study 
of linguistics and exercises in translation, and that we may rea- 
sonably expect of him a higher standard of literary expression, there 
is, on the other hand, no excuse for the use of bad grammar and 
poorly constructed sentences on the part of the student of science. 
Certainly any disparity in the degree of training in English af- 
forded by the subject itself should be compensated for, as far as 
possible, by the placing of emphasis on this part of the instruction. 



Physics in the High School 79 

LABORATORY PRACTICE. 

Its Character. 

Since a proper understanding of the subject can not be acquired 
without individual laboratory practice, especial attention should be 
given to the development of this portion of the course. In fact, lab- 
oratory work is a sine qua non. No amount of careful class-room 
work can compensate for the lack of it and where prevailing condi- 
tions will not allow of its introduction the entire subject had best 
be cut out of the curriculum. 

It is not sufficient for the teacher to perforin the experiment be- 
fore the class and the student to copy the data furnished him and 
to deduce or verify the principle involved. The real value of lab- 
oratory work is only secured when the student performs the experi- 
ment himself, obtaining and classifying all data and with the least 
possible assistance. It may, indeed, be necessary, during the first 
few weeks or months of the course, for the teacher to first perform 
the experiment rapidly before the class, calling attention to its 
object, the reasons for the method used and any difficulties to be 
encountered, but as rapidly as possible, the student should be en- 
couraged to work independently. 

He should also be made to study the method and laboratory di- 
rections in advance and during the laboratory period to rely upon 
the text as little as possible. Unless care is taken, the scholars soon 
fall into the habit of blindly following the manual and recording 
results, without making the effort necessary for the understanding 
of the sequence of the phenomena or the aim of the observations. 
Constant oversight and questioning of the individual is the only 
safeguard and is well worth the effort. 

The Exercises. 

Laboratory exercises should be chosen with particular care, since 
upon their character largely depends the success or failure of the 
course. In general, each exercise should possess certain character- 
istics. "First, it should compel close observation and discrimina- 
tion and develop in the experimenter some skill and self-reliance. 
Second, it ought to contain the basis for the development of a gen- 
eralization or it should verify a principle already deduced. Third, 
the reasoning involved in reaching the conclusion must be simple 



80 High School Bulletin 

and direct enough to be made by the student himself with very 
little assistance. Fourth, and most important, it must be distinctly 
quantitative in character and susceptible of a reasonable degree 
of accuracy." There is no reason for giving simple qualitative ex- 
periments which "merely illustrate, if they illustrate anything, 
principles with which the twelve-year-old boy has for some time 
been more or less familiar. It is undesirable to insult the intelli- 
gence of the boy even though he may not be able to return the 
compliment. The following is an example of the type referred to : 

Experiment : Carefully examine your pencil ; drop it on the 
floor ; pick it up. Has it suffered any change ?" 

This example may seem to be an isolated and exaggerated one, 
and yet an examination of the note-books submitted to the Uni- 
versity during the past two years shows the presence therein of 
some, at least, of this kind of trash — trash because it is wholly 
without educational value. Good qualitative experiments have a 
place, but it is in the class-room and not the laboratory. 

Fortunately, there are at present several well-known manuals, 
the exercises in which are thoroughly practical, of definite value, 
and have stood the test of years of trial. While it is always well 
for the teacher to develop the ideas which come to him through ex- 
perience in the laboratory, it is certainly wise for the beginner to 
confine himself to these experiments which are known to be sound 
in theory and practice. 

Among such manuals may be mentioned the following : Allen's 
Laboratory Physics (Henry Holt & Co.), Cheston, Dean and Tim- 
merman's Laboratory Manual of Physics (American Book Co.) ; 
Chute's Physical Laboratory Manual (D. C. Heath & Co.) ; Crew & 
Tatnall's Laboratory Manual of Physics (The Macmillan Co.) ; 
Millican & Gale's Laboratory Course in Physics (Ginn & Co.) ; 
Mchols, Smith and Turton's Manual of Experimental Physics 
(Ginn & Co.) ; Turner and Hersey's National Physics Note-Booh 
(L. E. Knott Apparatus Co.). 

In Exhibit "A," appended to this article, will be found a list 
of ninety experiments of standard excellence, from which selection 
should be made according to the nature of the course. The thirty- 
five of these which are marked with an asterisk are specially recom- 
mended as a basis for a one-year course. 



Physics in the High School 81 

The Note-Book. 

Special attention should be given to the note-book, since it also 
is an important factor and of marked educational value to the stu- 
dent. "It compels him to put in writing the thoughts that are in 
his mind; it aids him to a clearer expression of thought; it trains 
him with increasing thoroughness in composition; it impresses 
more firmly upon his mind the facts he has learned in the develop- 
ment of the experiment; it enables him to acquire more systematic 
methods of doing things, and, as the note-book should never, save 
on rare occasions, be taken from the laboratory, it teaches him to do 
things now and not to wait until tomorrow or some other con- 
venient time." "To these ends it must be insisted that the notes 
should be neatly written, clear, concise, and simple, containing only 
that which is necessary to make them complete and, finally, as 
nearly correct as the manual skill and mental caliber of the student 
will permit." 

More specifically, the note-book should contain a concise state- 
ment of : 

(a) The problem to be solved with reference to page of manual 
used. 

(b) Apparatus used. 

(c) Necessary formulas and computations. 

(d) Observed results, together with such inferences as the pupil 
may be reasonably expected to draw. 

Apparatus. 

While, from the point of view of individual work, the ideal 
method is to provide for each experiment sufficient apparatus to 
supply the entire class working separately, considerations of ex- 
pense preclude it in the majority of cases. Moreover, practically 
as good results can be gotten if the students work in pairs and two 
experiments are alternated. Vigilance, however, must be exer- 
cised to prevent the lazy student from depending upon a more 
efficient partner and thus failing to derive any benefit from the 
exercise. 

In Exhibit "B" is given a list of apparatus necessary to conduct 
a class of twelve students through the thirty-five experiments be- 
fore mentioned. This list can be purchased complete from any 



82 High School Bulletin 

one of several concerns that make a specialty of school apparatus, 
at a cost of less than $100. 

Since, however, the experience of the "affiliated high schools" 
has show that at least forty-five exercises can easily be completed, 
the list of apparatus purchased should not be limited to this 
amount, but should be as extensive as possible. This estimate is 
given merely to show that it is possible at small expense to make a 
good beginning in the direction of thorough instruction. 

It is understood that in the foregoing estimate no provision has 
been made for apparatus for lecture demonstration which, of course, 
should be provided as rapidly and in as large amount as possible. 
The outlay necessary for this purpose will depend much upon the 
ingenuity of the teacher and his ability to make use of home-made 
apparatus which, as before noted, is often far more valuable than 
any that can be purchased. 

Then, too, the estimate does not include the expense of fitting 
the laboratory with desks, tables, cases, shelves, etc., the cost of 
which will depend much upon the size of the rooms assigned for the 
purpose and to local conditions. 

In general, the tendency is to underestimate the cost of good in- 
struction in physics and experience shows that laboratory practice 
for a class of twelve students should not be introduced unless an 
appropriation of at least $250 can be made for apparatus and 
other equipment. For larger classes a proportionately greater sum 
will be required. 

Among the concerns supplying school apparatus may be men- 
tioned the following: L. E. Knott Apparatus Co., No. 15 Har- 
coiirt St., Boston, Mass.; C. H. Stoelting Co., 31 W. Eandolph 
St., Chicago, 111. ; Central Scientific Co., 14 Michigan St., Chicago, 
111. 

In any case, it is suggested that the school intending to purchase 
apparatus should submit a list of the articles desired to several 
firms and request bids on the same with freight paid to destination. 

The Laboratory. 

As in the college or university, in every case, when feasible, a 
separate room, and that as large as possible, should be set aside 
as a laboratory. Such a room will not only be convenient and well 
adapted to teaching purposes, but will prove a source of pride to 



Physics in the High School 83 

the students and to the community and encourage a continual ad- 
vancement in the direction of high-grade instruction in all the 
natural sciences. 

DEVELOPMENT OF THE COURSE. 

While, as has been stated, it is possible to begin the teaching of 
physics with but a small expenditure, it should be clearly recognized 
that it is merely a beginning and that continual progress is neces- 
sary. It was a wise man who said that "To be as good as our fath- 
ers we must be better. Imitation is not discipleship." The educa- 
tion of yesterday must not be that of today, or of today that of to- 
morrow. True of all subjects of value, it is especially true of 
natural science instruction, in which we must continually take 
cognizance of new ideas and discoveries. Progress in the teaching 
of physics demands a steady increase in the facilities for instruction 
and the early adoption of a plan for the development of the course, 
to be consistently followed year after year. 

Too much emphasis, therefore, can not be placed upon the neces- 
sity for yearly appropriations for the purchase of apparatus and 
equipment, since only in this way can the instruction be brought 
to the proper standard and there maintained. These appropriations 
need not be large, but they should be as much a recognized part of 
the annual budget as the teacher's salary. This procedure will not 
only build up a course of instruction of increasing strength and 
value, but it will stimulate both teacher and pupil with fresh in- 
terest in the subject and prove in the end the most economical of 
money, time, and energy. 

THE TEACHER. 

Such a course as that outlined in the foregoing pages requires 
ceaseless effort on the part of the teacher and the continual use of 
every faculty. To properly conduct recitations and illustrate them 
by means of carefully chosen experiments, to examine and grade 
numerous examination and problem papers, to conduct laboratory 
classes and prepare the experiments for the same, to care for the 
apparatus and construct new pieces, all this is not an easy task. 

In a report of a committee appointed by the National Educa- 
tional Association, the following statement is made : "To give good 
instruction in the sciences requires of the teacher more work than 



84 High School Bulletin 

to give good instruction in mathematics or the languages, and the 
sooner this fact is recognized by those who have the management 
of schools, the better for all concerned. The science teacher must 
regularly spend much time in collecting material, preparing ex- 
periments, and keeping collections in order, and this indispensable 
labor should be allowed for in programs and salaries." 

One fact remains to be emphasized, namely, that, save in rare 
instances, it is not practicable for one to attempt to conduct a 
course thus outlined when the only instruction that the teacher 
has received is of the grade required for a permanent State teach- 
er's certificate. This may appear to be a plea "for the employment 
of University graduates, but in reality it is not the case. The fact 
remains that the developments of physical science and the methods 
of teaching it have been and continue to be so rapid, involving 
so much detailed knowledge and experience, that it is not practi- 
cable or desirable to demand of every teacher specific training in 
these directions. It is, however, perfectly feasible for any teacher 
of ability, who has previously studied elementary physics, to secure 
the additional training necessary through Summer School courses 
in the University of Texas, Chicago, and other institutions of 
equal rank, and it is, I believe, the duty of every school board to 
insist that the teacher of physics shall have received this amount 
of preparation for his chosen work. 

AFFILIATION" WITH THE UNIVERSITY. 

During the past few years a number of high schools have been 
affiliated with the University in Physics and many more are arrang- 
ing their courses with this in view. For the consideration, there- 
fore, of these schools a brief statement may be made of the condi- 
tions which should be met. 

In order to secure affiliation it is necessary for the high school to 
conduct a course of the character outlined in the foregoing. More 
specifically, the requirements are as follows : 

I. For One Unit Entrance Credit. 

1. Five school periods, of at least forty minutes each, a week, 
throughout the school year, shall be devoted to the subject. At 
least two periods shall be given to laboratory practice and three 
to class-room exercises. 



Physics in the High School 85 

2. A high-grade text-book shall be used. 

3. Numerical problems shall be assigned for solution outside 
the class-room. 

4. Individual laboratory practice shall be given, and there shall 
be sufficient apparatus to allow of the students working in pairs. 

At least thirty-five laboratory exercises, taken from the list given 
in Exhibit "A," shall be completed during the year. 

The students shall take careful notes on the experiments in a 
suitable note-book. 

Should they desire to enter the University and secure credit in 
physics, they must present these note-books when the application 
for credit is made and especial weight will be given to them in esti- 
mating the character of the work done by the school. 

II. For Tivo Units Entrance Credit. 

In view of the desire expressed by certain high schools to extend 
their courses in physics over two years, and to receive two units 
of entrance credit, it has seemed best to state in general the con- 
ditions under which such credit will be given. For successful work- 
in such a course so much depends upon the individual teacher and 
the facilities at his disposal that it is not deemed wise to formulate 
a definite plan for all such schools. Therefore, for the present, at 
least, each request for affiliation will be considered by itself, and 
the double credit allowed only when a full examination shows that 
the work done reaches the higher standard required for such a 
course. In general, it is recommended that schools should not at- 
tempt a two-year course unless the class-room and laboratory 
equipment is of the best and the teacher employed capable of 
giving the more advanced instruction required. Only in very rare 
cases should the course be attempted de novo, but it should be 
based on an already existing one-year course, the conditions for 
affiliation on the one-unit basis having already been met in the 
fullest manner. 

In general, the requirements will be as follows: 

1. Five school periods, of at least forty minutes each, a week, 
throughout two years, shall be devoted to the subject. 

The two years shall be the last two years of the high-school 
course. 



86 High School Bulletin 

At least two periods a week shall be given to laboratory practice 
and three to class-room exercises. 

2. One of the simpler of the texts recommended shall be used 
the first year, and one of the more advanced or extended texts the 
second year, or the more advanced text shall be used throughout 
the course, the subject being so divided as to cover separate topics 
each year, but allow for a general review during the spring term of 
the last year. 

3. Special attention shall be given to the solution of numerical 
problems. 

4. Individual laboratory practice shall continue throughout the 
two years, and there shall be sufficient apparatus to allow of the 
students working in pairs. 

At least seventy laboratory exercises taken from the list given in 
Exhibit "A" shall be completed during the two years. 

5. Special attention shall be given to the making of notes on 
the experiments performed and students who desire to enter the 
University and secure credit in physics must present their note- 
books when the application for credit is made. 

EXHIBIT A. 

List of Experiments for Laboratory Practice. — Mechanics and 
Properties of Matter. 

1. A comjDarison of the metric and the English units of length. 

*2. Determination of the volume of a regular body, by meas- 
uring its linear dimensions with a millimeter scale. 

*3. Determination of the volume of an irregular body, by meas- 
uring or weighing the amount of water displaced by it. 

4. Experimental determination of tt (the ratio of the circum- 
ference to the diameter of a circle), by measuring the circum- 
ference and diameter of an accurately turned disc. 

*5. Determination of the mass per unit volume (density) of 
a substance, by weighing it and measuring its volume. 

6. Principle of the vernier, and use of the vernier caliper. 

7. Principle of the screw micrometer, and use of the micrometer 
caliper. 

8. Verification of the laws of pressure of liquids, by measur- 
ing the pressure at various distances below the surface of water 
contained in a deep vessel. 



Physics in the High School 87 

*9. Lifting effect of a liquid on a body totally immersed in it 
(Archimedes' Principle), by weighing a body of known volume 
in water and in air. 

*10. Determination of the specific gravity of a solid heavier 
than water, by finding the volume of the solid from its loss in 
weight when suspended in water. 

11. Determination of the specific gravity of a solid lighter than 
water, by using a sinker to immerse the body completely in water. 

*12. Determination of the specific gravity of a liquid, by using 
a specific gravity bottle. 

13. Determination of the specific gravity of a liquid, by meas- 
uring its buoyant action on a body of known volume suspended 
in it. 

*14. Determination of the specific gravity of a liquid, by bal- 
ancing columns (Hare's method). 

15. Determination of the pressure of a gas, by measuring the 
heights of the liquid columns in several manometers containing 
liquids of different densities. 

*16. Verification of Boyle's law for air. 

17. Measurement of the pressure of the atmosphere (Torri- 
celli's experiment). 

18. Verification of the laws of uniformly accelerated motion, 
by measuring time and distance passed over in the case «£ a ball 
rolling down a smooth inclined plane. 

*19. Verification of the laws of equilibrium of parallel forces. 
*20. Verification of the law of the parallelogram of forces. 

21. Determination of the coefficient of friction between two 
surfaces. 

22. Verification of the laws of the lever; the law of moments. 

23. Verification of the law of action and reaction. 

24. Determination of the center of gravity of a flat body of 
irregular shape, by suspending it from different points in succes- 
sion. 

*25. Verification of the law of the inclined plane. 

*26. Determination of the mechanical advantage of the pulley. 

*27. Verification of the laws of the pendulum. 

28. Verification of Hooke's law of elasticity, by measuring the 
extension of a spring under varying loads. 

29. Verification of the laws of bending of rods, by measuring 



88 High School Bulletin 

the amount of bending, under various loads, of rods of varying 
dimensions but of the same material. 

30. Verification of the laws of torsion of rods, by measuring the 
angle of torsion due to varying moments of force applied to rods 
of different lengths and thickness. 

Sound. 

31. Determination of the number of vibrations per second of a 
tuning fork. 

*32. Measurement of the speed of sound in air, by observing 
the time required for a sound to traverse a measured distance. 

*33. Determination of the wave length of a musical sound, 
by measuring the length of tube which will give resonance with 
a tuning fork of known frequency. 

*34. Verification of the laws of vibration of stretched strings. 

35. Determination of the speed of sound waves in a rod, by 
Kundt's method. 

Heat. 

*36. Determination of the fixed points (0°_ and 100°) of a 
mercury thermometer. 

*37. Determination of the coefficient of linear expansion of a 
rod. 

*38. Determination of the temperature of maximum density 
of water. 

39. Measurement of the expansion of air at constant pressure, 
by observing the change in length of a column of dry air confined 
in a capillary tube by means of a drop of mercury. 

40. Determination of the coefficient of expansion of air at 
constant volume, by measuring, by means of an adjustable mano- 
meter, the change in pressure of dry air enclosed in a bulb sub- 
jected to different temperatures (ice and steam), the volume being 
kept constant by adjusting the manometer. 

*41. Determination of melting points of solids, e. g., parafnne, 
acetamide. 

42. Determination of the boiling points of liquids, e. g., salt 
solutions of varying concentrations. 

*43. Determination of the dew point, by observing the tempera- 
ture at which atmospheric moisture begins to condense on (evapo- 



Physics in the High School 89 

rate from) the polished surface of a vessel containing a liquid 
which is being slowly cooled (warmed). 

44. A study of the laws of cooling, by observing the rate of 
cooling of identical vessels containing equal quantities of hot water, 
one vessel having a blackened and one a polished surface. 

*45. A test of the "method of mixtures," by observing the 
temperature of the mixture when varying quantities of water at 
different temperatures are poured into a calorimeter, whose initial 
temperature should be as near as possible that of the mixture. 

46. Determination of the "water equivalent" (heat capacity) 
of a calorimeter and thermometer, by observing the amount of heat 
used up in warming up the calorimeter and thermometer when 
warm water is poured into the calorimeter containing a small 
quantity of water and the thermometer. 

*47. Determination of the specific heat of a solid, by the 
method of mixtures. 

*48. Determination of the latent heat of ice, by the "method of 
mixtures." 

49. Determination of the latent heat of steam, by the "method 
of mixtures." 

50. Observation of the rate of cooling of a substance as it 
passes through a change of state, liquid to solid, e. g., a test tube 
with acetamide cooling, without being stirred, from about 95° C. 
to 45° or 50° C. 

51. Study of the relation between the temperature and pressure 
of steam from boiling water, by observing the temperature of the 
steam in a closed boiler, the pressure being regulated by partly 
confining the steam, and measured by means of an attached mer- 
cury manometer. 

Light. 

*52. Study of the law of intensity of illumination, simple 
photometer. 

*53. Verification of the laws of reflection from a plane mirror. 

*54. Study of the formation of images by a single plane mirror, 
and by two plane mirrors placed at varying angles with one an- 
other. 

55. Study of the images formed by a convex cylindrical mirror. 

56. Study of the images formed by a concave cylindrical mir- 
ror. 



90 High School Bulletin 

57. Determination of the conjugate foci of a concave spherical 
mirror. 

*58. Determination of the index of refraction of plate glass, 
by tracing the direction of a beam of light in glass and in air. 

59. Measurement of the index of refraction of water. 

60. Study of the deviation of a beam of light by a glass prism, 
and measurement of the index of refraction of the prism. 

61. Study of the images formed by a convex lens. 

62. Study of the images formed by a concave lens. 

63. Determination of the principal focus of a convex lens. 

64. Determination of the con-jugate foci of a convex lens. 

65. Determination of the magnifying power of a single lens. 

66. Construction of a simple telescope and determination of its 
magnifying power. 

67. Construction of a compound microscope and determination 
of its magnifying power. 

Electricity and Magnetism. 

68. A study of magnetic phenomena. 

69. A study of electrostatic phenomena. 

70. Plotting the lines of force around a bar magnet, by using 
iron filings or by a small compass. 

71. Plotting the lines of force around a conductor carrying a 
current. 

72. Study of a single-fluid cell. 

73. Study of a two-fluid cell. 

.74. Study of the effect of grouping batteries in series or in 
parallel. 

75. Measurement of resistance by substitution. 

76. Verification of Ohm's law. 

77. Measurement of the drop of potential along a wire carrying 
a current. 

78. Measurement of resistance by voltmeter and ammeter. 

79. Measurement of electric resistance by means of the Wheat- 
stone bridge. 

80. Study of the effect of temperature on the resistance of a 
wire. 

81. Measurement of resistance of conductors joined in series 
and in parallel. 



Physics in the High School 



91 



82.' Study of electrolysis and the storage battery. 

83. Study of the action of a current on a magnet, simple 
galvanometer. 

84. Study of the principle of the D'Arsonval galvanometer. 

85. Study of the electric solenoid and electromagnet. 

86. Study of the electric bell. 

87. Study of the electric telegraph. 

88. Study of the electric motor. 

89. Study of the laws of induced currents. 

90. Study of the electric dynamo. 

EXHIBIT B. 

Laboratory Apparatus for Physics. 

Estimate of laboratory apparatus required by a class of twelve 
students for performing the thirty-five experiments marked by an 
asterisk in Exhibit "A," one-third of the class working at the 
same problem, and the students working in pairs. 



General apparatus and supplies. 



Wood meter rods— brass ferrules 

30 cm. wooden scales 

15 or 30 cm. steel metric scale 

Paper m. m. scales 

Rubber tubing, medium weight, % inch 

Rubber tubing, medium weight, 3-16iucb 

Rubber tubing, pressure, % inch 

Glass tubing, 1*4 inch 

Glass tubing, 3-8 inch 

Glass tubing, H inch 

Glass tubing, capillary, assorted 

Insulated copper wire, No. 16 

Insulated copper wire. No. 20 

Spring brass wire, No. 24 or 26 

Wooden cylinders, about 4x6 cm 

Overflow caDS 

Catch buckets, for catching water displaced 

Balances, trip scales, or better 

Weights, 1 g. toSOOg 

Bottles, wide mouth, glass stopper 

Apparatus made of one piece small size glass tubing closed at 
one end, and a larger size tubing open at both ends, each 
about 12 in. long, connected by about 30 in. rubber pressure 
tubing, forming a flexible U-shaped tube. A meter rod for 
measuring height of mercury in the tubes. 

Mercury 

Spring balances, about 2000 g. capac 

Cord, fish line 

Meter rods, spring balances (see above). 

Iron weights, up to 2C00g 

Straight, smooth boards for inclined plane (made by carpenter) 

Spring balances, about 250 g. capacity 



6 


$0.30 


3 


.10 


2 


1.00 


1 doz. 


.15 


l A lb. 


.80 


l / 2 lb. 


.80 


«lb. 


.80 


l lb. 


.60 


1 lb. 


.45 


lib. 


.45 


1 lb. 


.75 


1 lb. 


.60 


lib. 


.75 


spool 


.30 


4 


.25 


>) 


.45 


2 


.20 


9 


6 to 10.00 


2 


1.80 


2 


.10 



21b. 

6 



.80 
.50 
.25 



.15 

.60 



92 



High School Bulletin 



General apparatus and supplies. 



a 



28 



Brass single pulleys 

Brass double pulleys 

Metal balls, about y 2 in. diam 

Silk thread, A, onespool 

Spy glass 

Tuning fork, middle C 

Tuning forks, small, A 

Large size glass tube, open, 10-15 in. long 

Hydrometer jar, to hold water for regulating length of air 
column in above glass tube 

Brass wire, spring balances, tuning forks (see above). 

Thermometers, centigrade scale 

Copper boilers ("Apparatus A.") 

Gasoline blast lamps, for laboratories not furnished with gas. 

Linear expansion apparatus 

Small wide mouth bottles 

Rubber stoppers, two holes, to admit thermometer and small 
bore glass tubing 

Glass tubes, about 1 mm. bore, 8-10 in. long 

Glass beakers, about 8 oz .... 

ParafHne 

Small size nickled cans (see catch buckets above) 

Calorimeters, large size foroutside 

Calorimeters, small size for inside 

Copper shot, lead shot, or pieces of brass or copper wire 

Calorimeters, same as above 

Candles (tallow or parafflne) 

Screen of white paper, or ground glass. Lead pencil set in a 
cork to cast the shadow, meter rod 

Plane mirrows, plate glass 

Pins, one paper 

Smooth soft pine boards for drawing board (made by carpen- 
ter) . 



2 
2-6 



2 

4 

lib. 

2 

2 

2 

1 lb. 



Plate glass slab, polished edges 

Convex lenses 

Lens holders to fasten to meter rod.... 

Screen and pin holders 

Bar magnets 

Iron filings 

Compasses, very short needle 

Tumblers, for use as battery jars 

Zinc and copper strips 

Sulphuric acid 

Daniell cells, large size 

or American primary battery 

Dry batteries, for open circuit work.. 

Resistance boxes 

Astatic or d'Arsonval galvanometers. 



4 
4 
4 
4 
4 
4 

lib. 
4 
2 

2 pr. 
Vi gal. 
2 



.30 
.40 
.05 
.10 
2.50 
1.25 



.50 

.90 
1.00 
2.25 
2.50 

.05 

.05 



.25 



.15 
.10 

.10 

.25 

.10 

.20 

.30 

.30 

.15 

.25 

.20 

.10 

.75 
2.00 
2.50 

.35 
8.00 
3 to 7.00 



EXHIBIT C. 

Boohs for Reference. 

That every school should possess a library for the use of both 
teachers and pupils is a proposition that does not require demon- 
stration. That in forming such a library the interests of students 
of science should not be neglected, will also be admitted. To that 
end the following brief list is submitted in the hope that it will 
prove suggestive and lead to increased interest on the part of both 
pupils and teachers : 



Physics in the High School 93 

A Text-Book of Physics, by William Watson (Longmans, Green 
& Co.). 

Units and Physical Constants, by J. D. Everett (The Macmillan 
Co.). 

Experimental Science, by George M. Hopkins (Munn & Co.). 

Elementary Practical Physics, by Stewart and Gee (The Mac- 
millan Co.). 

Soap Bubbles, by C. V. Boys (Society for the Promotion of 
Christian Knowledge). 

Spinning Tops, by John Perry (Society for the Promotion of 
Christian Knowledge). ■ 

Light, Visible and Invisible, by S. P. Thompson (The Macmil- 
lan Co.). 

Elementary Electricity and Magnetism, by S. P. Thompson (The 
Macmillan Co.). 

Also, it will be found helpful to the teacher to have at hand 
copies of the various text-books and laboratory manuals previously 
named, as each will offer valuable suggestions and illustrations for 
both the class-room and laboratory. 

In addition, it is advisable for the teacher and students to have 
access to one or more of the more popular scientific journals for it 
will constantly stimulate their interest and cultivate at the same 
time the habit of reading and of connecting the principles studied 
with their applications in everyday life. 

One plan that has been successfully tried is to form a club, the 
members of which contribute a small sum toward the subscription 
price of the journals, the remainder being paid by the school. At 
the close of the year the journals are bound and added to the school 
library. When the city or town supports a circulating library 
with reading room, any such arrangement is, of course, unneces- 
sary. 

Among the many journals the following are suggested as most 
likely to prove of value: 

School Science and Mathematics. 

Nature, The Macmillan Co. 

Scientific American, Munn & Co. 

Scientific American Supplement, Munn & Co. 



CHEMISTRY IN THE HIGH SCHOOL 

(One or two units may be offered.) 

The introduction of chemistry as one of the optional require- 
ments for admission makes it necessary to publish specific informa- 
tion concerning the character of work that must be done by 
candidates for admission who present this subject. Chemistry 
properly taught has as much educational value as any other sub- 
ject ; badly taught, it is valueless, and, to avoid any misunderstand- 
ing on the part of candidates for entrance, and also in order to 
give the secondary schools due notice of what will be expected of 
them, the "Special Eeport of the Committee on Chemistry Pre- 
sented to the Committee .on College Entrance Eequirements of the 
National Educational Association" (majority report) is published 
here in full. The University of Texas desires to see this report in 
force at once, because it means that chemistry will be rationally 
taught, — that dogmatism and text-book idolatry, in so far as chem- 
istry is concerned, will be buried. 

A note-book containing a complete record of the experiments 
he has performed, and certified by the teacher, must be presented 
at entrance by the candidate. The note-book must bear evidence 
that the candidate has formed the habit of keeping an intelligible 
record of laboratory work extending through the entire series of 
experiments performed. 

The Special Eeport of the Committee on Chemistry, presented 
to the Committee on College Entrance Eequirements of the Na- 
tional Educational Association, is so valuable that it is reprinted 
here in its entirety. 

"Special Eeport of the Committee on Chemistry, 
"presented to the committee on college entrance require- 
ments OF THE NATIONAL EDUCATIONAL ASSO- 
CIATION IN 1899. 

"I. Value and Place of Chemistry. 

"The study of chemistry is a valuable constituent of the high- 
school course on account (1) of the training in observation in gen- 
eral and correct induction from observation which it affords, and 



Chemistry in the High School 95 

(2) of the first-hand information which it gives about well-known 
materials, the principles of their manufacture, and their properties, 
as the result of personal observation. 

"The college invites its study in preparatory schools on account 
of these two benefits. To be of subsequent use the method and con- 
tent of the courses in preparatory schools must be definite and uni- 
form. The selected matter must be thoroughly taught, so as to 
form a recognizable constituent of the preparation of those who 
present it. When these conditions are fulfilled, the college must 
give proper recognition to the work. All colleges must give admis- 
sion credit for the subject. In addition to this each college must 
provide definite means for advancing the entrant in chemistry to 
an extent corresponding to his previous knowledge of the subject. 
The precise method of doing this will depend upon the nature of 
the course the college itself offers. In any case no pupil who 
offers chemistry for entrance, and receives definite credit for it, 
should be placed in the same class with beginners who had no such 
credit. 

"Without laboratory work school chemistry is wholly valueless 
for the purposes just mentioned. It should be preceded by physics, 
since chemistry necessarily assumes a knowledge of the physical 
properties of matter and of the phenomena connected with heat and 
electricity. If, on account of limited teaching force, relatively 
little time can be given to the science, it is preferable to give a year 
each to one or two sciences than shorter periods to a larger number. 
It must be remembered that, for the efficient teaching of science, 
preparation of apparatus and experiments for demonstrations and 
laboratory work are necessary, and the science teacher can not, 
therefore, carry more than half the number of recitations assigned 
to most other teachers. 

"outline of a one-year course. 

"The work outlined below will demand at least 200 hours' work; 
about half the time, in two-hour periods, should be spent in the 
laboratory. 

"II. Method of Teaching. 

"Laboratory Work. — The experiments must be performed by 
each pupil individually. 

"Each pupil must record his observations and the interpretation 



96 High School Bulletin 

of them in a note-book. His work should be continuously super- 
vised and his records frequently examined by the teacher. 

"Most pupils will tend to fall into merely mechanical perform- 
ance of assigned work. To combat this is the most difficult task of 
the teacher of chemistry. Each experiment is a question put to 
nature, and forethought and care are necessary in putting the 
question, and study and reflection in interpreting the answer. 
Strenuous effort is required to make the pupil realize this. The 
questions incorporated in the laboratory outline, to which answers 
are expected as part of the notes; individual questioning in the 
laboratory; above all, frequent, thorough quizzing of the whole 
class, are the best means of forcing the significance of this practical 
work into the foreground. 

"Beginning at an early stage in the course, simple quantitative 
experiments should be given, in order to illustrate the laws of defi- 
nite and multiple proportion, the determination of combining and 
equivalent weights, the specific gravity of gases, etc. This will 
enable the pupil to appreciate the fact that, although the quantities 
used in the majority of laboratory exercises may not be measured, 
yet the proportions and the compositions by weight of substances 
involved in all chemical changes are definite and measureable. 
Without such measurements atomic weights will seem purely myth- 
ical. Not less than six such exercises should be given. One or 
two of these experiments must be introduced early, in order that 
formulae and equations, when the time for their employment comes, 
may be given as abbreviated expressions of the results of quanti- 
tative measurements. 

"Qualitative analysis is a branch of applied chemistry, and can 
not be learned otherwise than mechanically without a long prepara- 
tion in general chemistry. There should be no pretense of teaching 
it in a secondary school as part (much less as the whole) of the first 
year's work. It gives a distorted view of the classifications of the 
elements and of the relative importance of their properties, and 
bears the same relation to the science of chemistry that the Lin- 
nsean system of classification in botany bears to the natural. 

"Yet exercises on the recognition of chemical substances will tend 
to fix their properties in the mind and give a useful review of many 
of the facts and principles of the science, provided that a proper 
method of conducting them be pursued. Analytical tables encour- 



Chemistry in the High School 97 

age mechanical work in a remarkable degree, and can not be per- 
mitted. An outline suggesting suitable dry and wet- way experi- 
ments, which will throw the burden of thought and rigid proof on 
the pupil, will be a sufficient guide. This part of the work may 
fitly occupy five or six weeks of the course. 

"Class-Room. — Many parts of tbe subject can best be introduced 
by means of carefully reasoned and fully illustrated demonstrations 
by the .teacher. Sometimes also this method of teaching has to be 
used where the apparatus is complicated and can not be supplied to 
each pupil, or where, in striving to make the experiment successful, 
the pupil will be in clanger of wasting time. Thus on pedagogical 
or practical grounds some of the Hofmann experiments for illus- 
trating the application of Avogadro's hypothesis (explosion of 
hydrogen and oxygen, electrolysis of hydrochloric acid, etc.) are 
best performed by the teacher. (No teacher should fail to read 
Hofmann's admirable Lectures on Modern Chemistry, I860.) The 
line of thought to be developed in connection with the experiments 
performed by the teacher and by the pupil is well given (pp. 1-9) 
in the Harvard Requirements in Chemistry, by Professor Pochards. 

"The theories and principles must be presented inductively. 
They should not be stated as dogmas, or as if they were part of the 
facts. They should be held in reserve until some accumulated facts 
demand explanation and correlation. Facts incapable of correla- 
tion should be avoided as far as possible. On the other hand, ex- 
planations by the handy affinity idea are worse than useless, as 
they are generally pure nonsense. When symbols and formulae 
are first introduced, special care must be taken to show how they are 
derived from quantitative measurements. The pupil's own observa- 
tions and other examples must be used to show how the formula? 
and finally the equations, are reached as expressions of quantitative 
relations. The whole process of determining the proportions by 
weight and constructing the formulas and equations must be done or 
described in connection with every chemical change, until the pupil 
is thoroughly familiar with the operation and the exact significance 
of the equation is perfectly clear (cf. Harvard pamphlet already 
mentioned, p. 24, on this point). Formula? must on no account be 
used before this can be done, as otherwise they will inevitably ap- 
pear to be the source of information instead of the receptacle for it 
All "exercises in writing equations" and rules for constructing 



98 High School Bulletin 

them, as if they were mathematical expressions, must be rigidly ex- 
cluded as fantastic and misleading. The misuse to which equa- 
tions have been put has led to their omission or prolonged post- 
ponement by some teachers. Their introduction at an early stage 
can do no possible harm, provided the laboratory work contains 
exercises specifically intended to illustrate the way in which tha 
facts recorded in the equations are ascertained and the manner in 
which the equations are constructed from these facts. The atomic 
theory should not be introduced until after this experimental foun- 
dation of the equation is thoroughly familiar. The equation has 
no necessary connection with this theory. The teacher will derive 
valuable hints in regard to method from Perkin and Lean's Intro- 
duction to Chemistry . 

"Library.— -Interest in the study should be fostered by providing 
a small library. The use of this will counteract the idea which the 
pupil may possibly receive that the text-book employed in the class- 
is a 'complete' treatise. It should contain some more advanced 
works, as well as some of a more popular nature. 

"III. Subject-Matter. 

"The following outline includes only the indispensable things 
which must be studied in the class-room and laboratory. The mate- 
rial is, for the most part, common to all elementary text-books and 
laboratory manuals. Each book makes its own selection of facts 
beyond this which may be necessary for the illustration of the prin- 
ciples of the science. The order of presentation will naturally be 
determined by each teacher for himself. 

"Outline. — The chief physical and chemical characteristics, the- 
preparation and the recognition of the following elements and their 
chief compounds: Oxygen, hydrogen, carbon, nitrogen, chlorine,, 
bromine, iodine, fluorine, sulphur, phosphorus, silicon, potassium, 
sodium, calcium, magnesium, zinc, copper, mercury, silver, alumin- 
ium, lead, tin, iron, manganese, chromium. 

"More detailed study should be confined to the italicized elements 
(as such) and to a restricted list of compounds, such as water, 
hydrochloric acid, carbon monoxide, carbon dioxide, nitric acid, 
ammonia, sulphur dioxide, sulphuric acid, hydrogen sulphide, so- 
dium hydroxide. 

"Attention should be given to the atmosphere (constitution and' 



Chemistry in the High School 99 

relation to animal and vegetable life), flames, acids, bases, salts, 
oxidation and reduction, crystallization, manufacturing processes, 
familiar substances (illuminating gas, explosives, baking powder, 
mortar, glass, metallurgy, steel, common alloys, porcelain, soap). 

''Combining proportions by weight and volume; calculations 
founded on these and Boyle's and Charles's laws; symbols and 
nomenclature (with careful avoidance of special stress, since these 
are non-essential) ; atomic theory, atomic weights and valency in a 
very elementary way; nascent state; natural grouping of the ele- 
ments; solution (solvents and solubility of gases, liquids, and 
solids, saturation) ; ionization; mass action and equilibrium; 
strength (=activity) of acids and bases; conservatism and dissi- 
pation of energy; chemical energy (very elementary) ; electrolysis. 
Chemical terms should be defined and explained, and the pupil 
should be able to illustrate and apply the ideas they embody. The 
theoretical topics are not intended to form separate subjects of 
study, but to be taught only so far as is necessary for the correla- 
tion and explanation of the experimental facts. 

"The facts should be given as examples from various classes, and 
not as isolated things. Thus to speak of a "standard method of 
preparing hydrogen," whereby the action of zinc on hydrochloric 
acid is meant, shows narrow and infertile teaching. It should be 
shown that all acids are acted upon by a certain class of metals to 
produce hydrogen. Examples of both classes of metals should be 
given and the general principles derived. The reason for using 
zinc and hydrochloric acid in the laboratory can then be stated. 

"IV. Equipment. 

"Chemistry can not be taught satisfactorily without a proper 
laboratory and a sufficient supply of apparatus. The former should 
contain desks, with gas and water connections, bottle racks, and 
well ventilated hoods. Each pupil should have his own set of 
apparatus. 

"In view of the prevailing idea that quantitative experiments 
require expensive apparatus, it may be mentioned that a balance 
with case (Becker No. 31)— costing, when imported duty-free, 
$15 — and weights ($1.25) will amply suffice, and some teachers 
secure good results by giving each pupil ordinary hand scales, cost- 
ins: less than $1.50. There should be one balance to every six 



100 High School Bulletin 

23upils working at one time. In addition to this the following will 
be required : 

"Barometer; thermometers; burettes, two for four pupils at 
least; porcelain crucibles for each student; bottle for aspirator (one 
liter) for each student. 

"Most of the apparatus for demonstration can be made by the 
teacher by use of the blowpipe, some glass tubing of various sizes, 
and a few pieces of thin platinum wire. 

"It may not he out of place to add that a teacher competent to. 
instruct a class after the fashion indicated here must have had con- 
siderable training in the several branches of the sciences. His 
minimum equipment will be: Physics (one year), general chem- 
istry (one year), qualitative analysis (two terms; one term=twelve 
weeks), quantitative analysis (one term), theoretical chemistry 
(one term), organic chemistry (one term), some acquaintance with 
the history of the science, and familiarity with all the chief books 
suitable as works of reference in connection with such a course, and 
all of the text-books for secondary-school chemistry." 

Of first importance is the qualifications of the teacher, next 
adequate laboratory equipment, and lastly a modern text-book, 
among which may be mentioned : 

Eemsen's An Introduction to the Study of Chemistry (Henry 
Holt & Co.) ; Newell' s Descriptive Chemistry with Experiments 
(D. C. Heath & Co.) ; Hessler-Smith's Essentials of Chemistry 
(Benj. H. Sanborn & Co.) ; First Principles of Chemistry, by 
Raymond B. Brownlee, and others (Allyn & Bacon) ; Special 
Experiments and Discussions in Introductory Chemistry , by E. P. 
Schoch (D. C. Heath & Co.). 

Under no circumstances should the teacher become enslaved to 
any one text-book. He should make it his business to be familiar 
with the literature of chemistry, especially as much thereof as may 
be serviceable in the work undertaken by him; and he should also 
feel it his duty to adopt a new text-book when in his opinion his 
work can be made more efficient by so doing. 

THE TWO- YEAR COURSE IN HIGH-SCHOOL CHEMISTS Y. 

The two-year course in chemistry should prepare the can didate to 
■stand a successful examination in: 
1. General inorganic chemistry. 



Chemistry in the High School 101 

2. The general facts concerning metathetical reactions and the 
ionization theory. 

3. A rational method of writing oxidation reactions, such as 
given in Prescott and Johnson's Qualitative Analysis (D. Van 
Nostrand Co.). 

4. The nomenclature of salts, acids, and anhydrides, as pre- 
sented with the "Periodic System" as a basis. 

5. A comprehensive course in qualitative analysis, similar to 
that covered by A. A. Noyes's Qualitative Analysis (The Macmil- 
lan Co.). 

An outline of the first half of the two-year course is given in the 
"Outline of the One-Year Course." For a more detailed outline, 
consult Schoeh's Special Experiments and Discussions in Intro- 
ductory Chemistry (D. C. Heath & Co.). 

The second half, or second year, of the "two-years course" should 
give the pupil a firmer grasp of the fundamentals of inorganic 
chemistry. At least 200 hours should be given to the work — one- 
half of which should be spent in the laboratory. Two or three 
two-hour periods a week throughout the session should be devoted 
to laboratory work, and two or three periods a week throughout 
the session given to work in the class-room. The work in the 
laboratory should very fully cover as comprehensive a course in 
qualitative chemistry as is given in A. A. Noyes's Qualitative 
Analysis, and the theory of the reactions involved in the laboratory 
work should be presented in accordance with the present develop- 
ment of the theory of electrolytic dissociation. (Consult Talbot 
and Blanchard's Electrolytic Dissociation.) The work should in- 
clude the analysis of a large number of "unknown" substances in 
solution, and also dry substances, e. g., various salts, minerals, and 
commercial inorganic products. 

The work in the class-room should include quizzes on the labo- 
ratory work, and a systematic treatment of inorganic chemistry 
equivalent to that given in Newth's Text-Book of Inorganic Chem- 
istry (Longmans, Green, & Co.) ; Alexander Smith's Introduction 
to General Inorganic Chemistry (The Century Co.) ; Holleman's 
Text-Book of Inorganic Chemistry, Cooper's translation (Jno. 
Wiley & Son.) ; Eemsen's Advanced Inorganic Chemistry (Henry 
Holt & Co.) ; or some other good text-book on chemistry. 

In addition to adequate laboratory equipment, library facilities 



102 High School Bulletin 

should be provided for the teacher and .pupils, and sufficient time 
should be allotted both to prepare and execute the work in a very 
thorough manner. 

For fuller details consult the first eight chapters in Smith and 
Hall's The Teaching of Chemistry and Physics (Longmans, Green, 
& Co.). 

The statement made in the one-year course in regard to the note- 
book applies with equal force here. 

In conclusion it can not be too emphatically stated that the 
first prerequisite for the two-year course in high-school chemistry is 
a competent teacher. The course should not be undertaken unless 
a competent teacher and adequate time and equipment are pro- 
vided. These items are expensive, and the trustees must be willing 
to meet the expense if the course is to be added to the curriculum. 
It should come in the senior or graduate year, and should be im- 
mediately preceded by the one-year course and a course in physics. 



BOTANY IN THE HIGH SCHOOL 

(One or two units may be offered.)* 

The writer desires to take advantage of this opportunity to em- 
phasize the importance of placing the study of botany in the cur- 
riculum of every high school in the State. It is his opinion, 
further, that every school supported by the State should offer in- 
structions in botany on the ground that, as the State's resources 
are largely measured by the products of plant growth — cotton, 
cereals, lumber, fruit, grasses, and garden products, — the study 
would be supposed to improve the quality and increase the quantity 
of these staple products, and so add to the wealth and prosperity of 
the commonwealth. Even now, the State is committed to a policy 
of this kind in the purpose of having elementary agriculture 
taught in the public schools. It will be found that this course 
in elementary agriculture will consist in the main of botanical 
study in one phase or another, and incidentally it may be remarked 
that the botanical training in the high school will be utilized in 
large measure in carrying out the design. 

To give more emphasis to the fact that provision for the study 
of botany in public schools is a good investment for the State, 
one need only point out what botanical investigations are doing 
at the present time in behalf of interests identified with the grow- 
ing of plants. The National Government alone employs several 
hundred men trained in various lines of botany to carry on inves- 
tigations with plants with a view to improving quality, increasing 
yield, or otherwise making their cultivation more profitable, and 
more than three million dollars is spent in this work annually. As 
a result, varieties of cotton are being discovered which either have 
a better staple or more of it. or which mature earlier or are more 
immune against the attacks of cotton enemies. Similarly, varie- 
ties of wheat have been originated which are better suited to 
hot, dry climates, which resist the rust better, and whose grain is 
more valuable, by reason of its hardness, for special purposes. 



*A two-unit course in botany will be furnished on application to the 
Visitor of Schools. 



104 High School Bulletin 

And so on with corn and other grains, with fruits and vegetables, 
with cattle ranges, forests, et cetera. These gains come about as 
a consequence of a clear insight into the phenomena of plant life 
toward which the study of botany leads. 

Eeturning to the first statement about the importance of botany 
.in the high school, the utilitarian idea just exploited is to be 
placed second to the value of botany as a means of education. 
There is, of course, here involved a training of the powers of ob- 
servation and discernment, of dexterity in manipulation and of 
clearness and conciseness in expressing judgments, but of special 
importance is the field of knowledge with which the study ac- 
quaints one. It is the domain of biology. Here one inquires as 
to the origin and properties of living substance. He observes 
how it expresses itself in organized forms, and how from a simple 
beginning there has been an unfolding into countless forms of 
great diversity and complexity, but all united by the tie of com- 
mon descent. One may not stop to specify further, but we may 
accept the oft-repeated statement that no other field of study in 
modern times has had so profound an influence upon the thought 
of the world as the study of biology. It would be poor economy 
that continued to neglect so powerful an educational agency. 

The argument here is, of course, for biology in general rather 
than for plant biology alone. That would, no doubt, be the better 
course which considered both the field of plant biology and of 
animal biology together, but since there are limitations as to the 
scope of the course and preferences as to the agreeableness and 
availability of materials for study, the case of botany is here espe- 
cially set forth. This leads to the presentation of a third reason 
for placing botany in the course of study, namely, that the mate- 
rials are abundant, conveniently at hand and agreeable to work 
with and that no large initial expense is necessary in providing 
for the work, though to be sure the possession of compound mi- 
croscopes, for example, would be a great advantage. 

Briefly, then, the study of botany is emphasized, first, because 
of its training value; second, because it furnishes a rational basis 
of knowledge upon which to develop the State's largest resources; 
third, because of the moderate expense in organizing and maintain- 
ing the course and of the abundance, availability, and agreeableness 
of the materials worked with. 



Botany in the High School 105 

THE NATURE OF THE COURSE. 

In spite of the abundance of material to draw from, it has been 
no easy matter to decide what should be utilized in a high-school 
course or in what order to present it. The selection becomes still 
more difficult where the equipment does not include compound 
microscopes. This much seems certain, that the old system of 
analyzing flowers and laboriously struggling through a key to the 
Latin name, of amassing a vocabulary of meaningless names of 
parts whose structure and function might be wholly unsuspected, 
is to be discarded as practically worthless for educational purposes. 
Not only have much time and energy been wasted along this line, 
but by assuming this procedure to represent botanical study the 
virility of the subject has been brought into question. If we 
keep in mind that this is a biological study, then we confine our 
choice of material to that which will give insight into biological 
phenomena; i. e ., we shall study largely living plants themselves. 
Accordingly, physiology which deals with life processes, together 
with structure and adaptation of organs through which the func- 
tions are performed, will form the basis and largely the content 
of the course. 

It is maintained by some very superior teachers of botany, that 
in the high-school course the student should begin with the lowest 
forms of plants and (assuming an equipment of compound micro- 
scopes) follow a series of types representing the various groups of 
plants from the lowest to the highest. This order is followed in 
the first year's work in botany at the University of Texas. For 
high schools, however, where the students are somewhat less mature 
and where there may be no compound microscopes, it seems more 
advisable to begin with objects that are more or less familiar and 
easily seen and handled. Since in popular belief, if not in fact, the 
cycle of life in the highest plants begins with the seed, that 
familiar structure furnishes a good beginning point from which 
the cycle of life in the individual may be followed in its evolution 
from the relatively minute embryo through its germination period, 
its seedling stage, and so on to the mature plant which in turn 
produces seed like that from which itself sprang. 

Following this could be taken up the study of the plant kingdom. 
in which, as in the preceding part, the most primitive plants are 



106 High School Bulletin 

studied first and the more advanced successively in the order in 
which they seem to have evolved, until the highest — the higher 
seed plants — are reached. This part may he made brief, as, indeed, 
it would need to be in case no compound microscopes were avail- 
able. 

A third part is further recommended which shall have in view 
the adaptation of plants to their environment. The first division 
will continue from the point reached in part two which ends with 
the study of the lily as a type of angiosperms. It will endeavor to 
trace the evolution of the flower through a series of progressive 
groups running from the most primitive to the most advanced. 
The evolution here meant is that along the line of adaptation to 
pollination by special agencies — especially insects. 

The second division of part two will consider the subject of 
adaptation to physical environment of which climate and soils are 
the two general groups of factors. It will show how the factors 
of light, temperature, moisture, soil texture, etc., influence the 
structure and distribution of plants and will in particular deal 
with the plant geography of Texas from which a great wealth of 
illustration may be drawn. 

Such is in brief the plan of the course of study recommended 
for the high schools. It is by no means prescribed in toto, but it 
is believed advisable to embrace in the year's work as wide a range 
of subjects as is here given. 

Following is a synopsis of the three parts of the course: 

Part I. The study of a series of typical seeds ; general structure, 
relation of embryo to food supply, experiments to determine vital 
processes in germinating seed. The seedling and the establishment 
of its relation to soil, light and other factors of its environment — 
especially with reference to nutrition. The gross anatomy and 
so far as possible the minute anatomy of roots, leaves, 'and stems 
considered especially in connection with the functions of these 
organs ; variations in form and structure in roots, leaves and stems 
as adaptations to special purposes. The flower considered briefly as 
a shoot with its leaf members especially adapted by correlation to 
promote the vital function of reproduction. 

Part II. The study of a series of types representing the large 
groups of the Plant Kingdom; the gross structure and, with com- 
pound microscopes, the minute structure is to be studied and 



Botany in the High School 107 

in each case the life history, i. e., the complete cycle of the in- 
dividual is to be learned. The types embrace : a green alga, pref- 
erably Spirogyra, with superficial examination of numerous others; 
a moss, preferably the common Funaria; a fern, the maiden hair 
fern or the bracken fern (Pteris) ; Equisetum, and by special ar- 
rangement for collection, a Selaginella ; the pine— any one of the 
three native Eeastern Texas species will answer ; the lily — adder 
tongue, crow poison, Camassia, easter lily, etc., will answer. In 
the study of the lily at this point only the floral structures are to 
be considered and in this, the attempt will be to understand the 
lily flower in its relation to the reproductive organs of the imme- 
diately preceding groups of plants. 

Part III. From the study of the minute structure and function 
of the lily flower pass to the study of a series of flower types 
designed to show the evolution of the flower in its relation to 
pollinating agencies — especially insects. From Monocotyledons 
select, say, the following: The cat-tail flag, or the pond weed, a 
grass (the oat flower), water plantain or arrowhead, a lily, an 
Amaryllis, Iris, and Canna. From the Dicotyledons: The willow, 
or pecan, hackberry, buttercup, or Anemone, or Magnolia, larkspur, 
or columbine, geranium, or Oxalis, and nasturtium, the cotton 
blossom, the violet, the blue-bonnet, or the sweet pea, the pink, 
evening primrose, nightshade, or morning glory, Salvia, or horse- 
mint, honeysuckle, "dandelion'' (Pyrshopappus), "ragged robin" 
(Lygodesmia), thistle or Centaurea, sunflower, or "fire wheel" 
(Graillardia pulchella). 

The second division of part III : The Plant Geography of Texas, 
There will first be a brief general consideration of the environ- 
mental factors which influence the structure and habits of plants — 
temperature, moisture, light, soil texture, soil chemistry, etc., and 
specific illustrations of the effect they produce singly and in co- 
operation. Next, these factors will be considered in their spe- 
cific relation to the Texas region and the distribution of plants 
as determined by them, but more especially the association of 
plants together forming characteristic types of vegetation or vege- 
tation formations; e. g., forest, prairie, chaparral. From these 
formations prominent species are to be selected for a study of 
the special adaptations in form and structure to their particular 



108 High School Bulletin 

habitat, e. g., prickly pear and other cacti, spanish-dagger, long 
leaf pine, shade plants, water plants, etc. 

For the subjects comprised in Parts I, II, and the first division 
of III, such texts as Atkinson, Bergen, Leavitt, and Stevens are to 
be recommended. Some of these also introduce the subject of 
plant geography, but the particular presentation of the subject 
indicated here — based on Warming's Ecological Plant Geography 
— has not yet been made available for use in any text-book in this 
country. 

AMOUNT OF WOEK BEQUIEED FOE AFFILIATION. 

In the scheme of elective entrance requirements to the Univer- 
sit} r , botany, where offered, may absolve one or two units. One 
unit of credit presupposes one full year of botanical study with 
the equivalent of one daily exercise of forty minaifes duration for 
a term of at least thirty-six weeks. Two units of credit presuppose 
double this amount of work. It is further required that at least 
one-half the course be devoted to laboratory work. For the re- 
mainder there will be regular class periods in which the teacher 
will present new subjects or summarize work by lectures, hear reci- 
tations from text-books, reports upon collateral reading, experi- 
ments, field work, and so on. It would be preferable to have 
laboratory periods of double the length of the recitation period. 
The arrangement recommended would be, two class exercises 
weekly and three double laboratory periods weekly. 

EQUIPMENT. 

It was intimated in the previous paragraph that the initial 
equipment for botanical study need involve no large outlay of 
funds. Let this not be a misleading statement, A liberal equip- 
ment is highly desirable in order to insure reasonably efficient 
work. But if high schools wait for equipment, the introduction 
of botany will be too long delayed. Better begin with what can be 
had and gradually acquire the rest. There may be no room for a 
laboratory, no extra time for laboratory periods, no compound 
microscopes ; still, if there be a teacher who knows botany and can 
teach it, who knows where to find material for study and how to 
utilize it, who has some skill in devising experiments, the course 
will succeed anyhow, and the material equipment will inevitably 



Botany in the High School 109 

follow. The sine qua non of equipment, then, is a good teacher 
well equipped to teach botany. On the average, it is safe to say 
that when a live teacher of natural science demonstrates objectively 
the value of his work, the trustees come forward with equipment 
money. 

Let more good teachers get thoroughly prepared to carry on 
laboratory science courses in the high school, and it will not be 
long until every high school in the State will have a laboratory 
reasonably equipped for at least one of the natural sciences. 

In order to meet the need for specific information in regard 
to the nature and cost of equipment for laboratory work in the 
high school, there are given here two estimates of which the first, 
"A/ 5 may be described as liberal, the second, "~B" as very moderate. 
Both estimates are based on accommodations for twenty students 
at one sitting. 

Estimate A. — A Liberal Equipment. 

1. Special laboratory room, well lighted, preferably 

with east and north exposure. Water and gas con- 
nections, if possible. 

2. Five laboratory tables, each accommodating four pu- 

pils ; one drawer and locker for each student, made 
by local mill or carpenters, from special design; 
estimated cost $ 60 00 

3. Ten compound microscopes, at $30 each 300 00 

4. Twenty dissecting microscopes, at $3 each 60 00 

5. One wall case for instruments and supplies; made by 

local workmen from special designs ; estimated cost 15 00 

6. Standard section of herbarium case, made as in 5; 

estimated cost 10 00 

7. Twelve to twenty feet of broad table shelving for 

aquarium jars, cultures, standing experiments, etc., 
estimated cost 10 00 

8. Glassware, pots, germinating trays and other utensils 

for growing specimens and for experiments; esti- 
mated cost 10 00 

9. Standard chemicals, preserving fluids, etc., estimated 

cost 10 00 



110 High School Bulletin 

10. Plant press, drying and pressing paper, collecting 

box ; estimated cost 5 00 

(Most of these items furnished also by the students 
as a part of their own equipment.) 

11. Keference books; see *list below; estimated cost 

about 50 00 

Total estimated cost $ 530 00 

Estimate B. — A Very Moderate Equipment. 

1. Eegular recitation room and desks to be used for lab- 

oratory exercises. 

2. Special case of drawers and shelves for supplies; es- 

timated cost $10 00 

3. Twenty dissecting microscopes, home made; students 

furnish their own lenses ; estimated cost 5 00 

4. Utensils for growing class material, experiments, etc. ; 

estimated cost 6 00 

5. Jars for preserved specimens preserving fluid, etc., esti- 

mated cost 5 00 

6. Outfits for pressing plants, furnished by students. 

7. Books 3, 9, 18, 28, 29, 34, 35, 36, in list below, about. 25 00 

Total about $55 00 

REFERENCE LIBRARY. 

The following list of books is recommended as a liberal equip- 
ment in collateral reading. Such a list offers opportunity for 
students to properly organize and relate the knowledge they gain 
in class and in the laboratory. The books starred (*) in this list 
are recommended for estimate "A." Specially selected ones for 
jestimate "B," as shown above. For convenience, the publisher and 
list price are given with each : 

Book List. 

1. Arthur, Barnes, and Coulter, Handbook of Plant Dis- 
section, superseded by Caldwell's Handbook of 
Plant Morphology (Holt, 1904) $ 1 00 



Botany in the High School 111 

2. Arthur and MacDougal, Living Plants and Their 

Properties (New York, Baker & Taylor) 1 25 

*3. Atkinson, Elementary Botany (Holt) 1 25 

4. Atkinson, Lessons in Botany (Holt) 1 12 

5. Bailey, Lessons with Plants (N. Y., Macmillan & Co.) 1 10 
*6. Bailey, An Elementary Text-Booh (Macmillan) .... 1 10 

7. Bailey, Plant Breeding, 3d Ed. (Macmillan) 1 25 

8. Barnes, Plant Life (Holt) 112 

*9. Bergen, Foundations in Botany, Southern edition 

(Boston, Ginn & Co.) 1 50 

10. Bergen, Teacher's Manual (Ginn) 30 

11. Bergen, Elements of Botany, Revised (Ginn) 1 00 

12. Bessey, The Essentials of Botany (Holt) 1 08 

13. Britton, Manual of Botany of the Northeastern 

United States (Holt) 2 25 

14. Caldwell, Laboratory and Field Manual of Botany, 

(N. Y. 5 Appleton & Co.) 90 

See also 1, above. 

*15. Campbell, Lectures on the Evolution of Plants (Mac- 
millan) 1 25 

*16. Campbell, .4 University Text-Book of Botany (Mac- 
millan) 4 00 

17. Clements and Cutter, Laboratory Manual in High- 
School Botany ( Univ. Pub. Co.) 75 

*18. Coulter, Plant Relations and Plant Structures (Ap- 
pleton) 1 80 

19. Coulter, Plant Studies (Appleton) 1 25 

*20. Coulter, Botany of Western Texas (Supt. of Docu- 
ments, Washington, D. C.) 50 

21. Curtis, Text-Bool- of General Botany (N. Y., Long- 
mans, Green. & Co.) 3 00 

*22. Conn, Agricultural Bacteriology (N. Y., P. Blakiston 

& Sons) 2 50 

23. Darwin, Insectivorous Plants. 6th Ed., (N. Y., Ap- 
pleton) • 2 00 

*24. Darwin, Fertilization of Orchids, 6th Ed. (N. Y., Ap- 
pleton) 2 00 

*25. Ganong, The Teaching Botanist (Macmillan) 1 10 



112 High School Bulletin 

*26. G-anong, Laboratory Course in Plant Physiology 

(Holt) . 1 00 

*27. Green, Principles of American Forestry (IST. Y., John 

Wiley & Sons) : 1 20 

*28. Kerner, Translated by Oliver, Natural History of 

Plants, 2 vols. (Holt) 11 00 

*29. Leavitt, Outlines of Botany with Flora (N. Y., 

American Book Co.) 2 25 

*29a. Lloyd and Bigelow, The Teaching of Biology (Long- 
mans, 1904) 1 50 

30. MacDougal, Practical Text-Book of Plant Physiology 

(N. Y., Longmans) 3 00 

31. Pammel, L. H., Ecology (Ames, Iowa) 3 00 

32. Parker, Elementary Biology, 6th or later Ed. (Mac- 

millan) 3 00 

*33. Setchell, Laboratory Practice for Beginners (Mac- 

millan) 90 

*34. Small, Dr. John K., Flora of the Southeastern United 

States, good westward to 100th meridian (N. Y., 

Botanical Garden, Bronx Park, N. Y.) 2 50 

*35. Spalding, Guide to Study of Common Plants (Boston, 

D. C. Heath & Co.) 90 

*36. Stevens, Introduction to Botany — Key and Flora, 

(Heath) 1 25 

37. Strasburger, Noll, Schenck, and Schimper, translated 

by Porter, A Text-Book of Botany (Macmillan) . 4 00 

38. Underwood, Our Native Ferns and Their Allies 

(Holt) i 25 

*39. Warming, English translation, Plant Geography (Ox- 
ford, Clarendon Press; apply to Lemcke & 
Buechner, Few York, N. Y~) (?) 

Dealers in Laboratory Supplies. 

The following firms are mentioned because of the writer's per- 
sonal knowledge (through several years of business relation) of 
the standard quality of the goods furnished at usual market prices : 

Bausch & Lomb Optical Co., Eochester, New York. 

Cambridge Botanical Supply Co., Cambridge, Mass. 



Botany in the High School 113 

Kny Scheerer Co. (Importers), New York. 

Spencer Lens Co., Buffalo, N. Y. 

Williams, Brown & Earle, 918 Chestnut St., Philadelphia. 

Student Equipment. 

In a laboratory course, certain items of equipment are cus- 
tomarily furnished by the student himself. Such equipment is 
rarely of so great expense as to seriously deter students from pur- 
suing the course. 

1. A text-book. See 3 or 9, or IS or 29, in book list. Cost 

$1.10 to $ 2 00 

2. A magnifying glass. Cost 50 cents to 75 

3. Drawing paper and pencil, note paper and manila cover 

for notes and drawings 50 

4. Home-made dissecting needles. 

5. Sharp pocket knife or old razor. 

6. Home-made plant press. 



Total cost need not exceed $ 3 50 

Other desirable, though not indispensable items — e. g., forceps, 
section razor, tin collecting box — may be added as means and in- 
clination permit. 

THE IMPORTANCE OF LABORATORY WORK. 

Too much stress can not be laid upon this method of pursuing a 
course in natural science. It is the means of direct contact with 
the objects of study and of training in methods of work, in habits 
of close observation, in verbal expression of accurate judgments, in 
dexterity of manipulation, and in skillfulness in illustrative draw- 
ings. 

For the surer realization of the ends sought in pursuing labora- 
tory work certain fundamental requirements may be stated : 

1. The time of the laboratory period is to be fully employed by 
every member of the class. This is largely a matter of skill on 
the instructor's part in providing suitable materials and in giving 
specific directions as to what is required. 

2. Heedless and slovenly ways of working are not to be toler- 
ated. Some of the best results to be expected in laboratory work 
are neatness, deftness, and right ways of doing things. 



114 High School Bulletin 

3. The student is required to keep a suitable record of his work 
in the form of a book of notes and drawings bound together under 
manila or pasteboard cover. The making of this book is of the 
greatest importance. In laboratory work the student may forget 
text and other authority and himself become an investigator in 
new fields, the results of which investigations he must embody in a 
book of which the one feature is that it represents the best he can 
do in discovering and recording facts that to him are new. The 
work is his own. On this account it is better that his originality 
should crop out in crude though fairly exact drawings than that 
these should be reduced to the common level of a copy of some 
diagrammatic crayon drawing or chart or text figure. 

4. The content of laboratory work should embrace not only 
the study of form and structure, but also experiments demonstrat- 
ing vital processes — respiration, growth, starch formation, absorp- 
tion of nutriment, the effect of gravity and light on growing 
organs, etc., etc. Furthermore, the fixed hours and subjects of work 
in the laboratory are to be supplemented by field excursions under 
personal supervision and by the largest possible amount of individ- 
ual effort. Here, let us emphasize the special value of leading 
students to undertake larger tasks involving the cultivation of 
plants on a relatively large scale for experimental purposes. Each 
separately, or several jointly may establish experiment "farms" 
upon which really valuable operations may be carried on. The 
following are illustrations of possible field demonstrations: 

(a) To show the difference between plants grown in the open 
and under partial shade, using lattice work or cheesecloth. 

(b) To show the difference between plants of the same species- 
grown in soils of different texture and chemical content. 

(c) To show the difference between cotton plants grown from 
small inferior seed and those from large vigorous seed taken from 
a vigorous plant. 

(d) To compare results between plats of cotton planting when 
little cultivated and when frequently cultivated. 

In short, those very problems which are of vital concern to the 
farmer, and upon which a great deal of attention is being con- 
centrated, may be taken up by students in a botany class as a 
feature of laboratory work — not to supplant that done in the 
laboratory proper, but to extend and supplement it. It is not 



Botany in the High School 115 

suggested that these larger operations be attempted as the regular 
work of the class— certainly not to begin with, lest they involve a 
very impracticable situation — but they indicate the direction in 
which the study of botany may be made to take hold of practical 
matters at a specific point. Such operations might be extended 
to comprise the varied work of regularly established school gardens 
on the one hand, or to include experiments in cultivating the 
various plants of field, garden, orchard, and landscape gardening. 



MANUAL TRAINING IN THE HIGH SCHOOL 

(One or two units may be offered.) 

The following course of study in manual training is now in 
operation in the Allan Manual Training School, Austin. This 
course fully meets the requirements of the University of Texas 
for two units of entrance credits. 

COURSE OF STUDY IN MANUAL TRAINING. 

First Year. — First Term. 

Wood-Working. — Two forty-five-minute periods per week 
throughout the term. 

The following models are used as a basis of the course : Pen 
tray, ink-stand, letter-paper stand, footstool, crumb tray, tabou- 
ret, table. 

Decoration by line grooving, chip carving, and oil and water- 
color, singly or in combination, and staining, is encouraged 
throughout the course. Increased play to individual thought in 
character and decoration of models on the part of the pupil is 
encouraged. 

Second Term. 

Three ninety-minute periods per week throughout the term. 

Equipment same as used in the Low Eighth Grade, with a 
few additional tools, such as molding planer, band saw, scroll 
saws, etc., introduced to make the work more effective. 

Almost all of the work is such as to give the pupil a chance to 
develop individuality. Larger and more useful projects are en- 
couraged. 

Class-room talks, illustrated by maps, etc., are given as fol- 
lows : 

The distribution of lumbering forests in the United States. 

The process of lumbering; the woods of Texas. Some of the 
main uses of the most important woods. 

Second Year. — First Term. 

Wood-Working. — Turning in wood. Three ninety-minute pe- 
riods per week throughout the term. 



Manual Training in the High School 117 

Equipment consists of bench equipment as in the Eighth Grade, 
and a complete equipment of turning lathes with tools. 

The work in turning is divided into two classes: 

(a) Work held between centers. 

Here the pupil learns the use of the gouge and skew-chisel in 
turning cylinders, cones, beads, convex and concave curves; com- 
pound curves in making chisel-handles, balusters, etc. Finally 
he makes some object requiring the use of tools thus far handled. 
.(b) Face-plate and chuck work. 

1. Use of face-plate in making rosettes, simple boxes, vases, 
cups, etc. 

2. Use of face-plate and chuck in "built-up" work, such as 
trays, fancy vases, and large boxes. 

3. Making such objects as require special methods of holding 
in by bell-chucks, such as bails, etc. 

It is the aim to have the pupil make some object of value from 
his own design, or from some selected standard form, both as a 
project in turning and as a most valuable practical lesson in de- 
signing. 

Such models as candlesticks, tool-handles, dumb-bells, napkin 
rings, boxes, towel-rings, bowls, typical vase forms, darning balls, 
etc., are turned in soft wood and then decorated by means of 
carving, paint, and pyrography. 

Pupils study the structure and properties of wood; processes 
of drying and preserving lumber, and the principles governing 
wood construction. 

Second Term. 

Pattcrn-Maliing and Moulding. — Three ninety-minute periods 
per week throughout the term. 

Equipment consists of complete set of individual molding 
benches, each supplied with a full set of molding tools. The 
benches and lathes used in the wood-working room 'are used by 
the classes in pattern-making. The pupil is taught the meaning 
of the terms used in pattern work and moulding and their sig- 
nificance, and what is the best practice in making good patterns. 
Both good and bad patterns are moulded and comparisons made. 
He begins with a simple solid pattern and progresses by easy 
steps until he is able to make complex parted and cored pat- 



118 High School Bulletin 

terns. Such patterns as pipe-bends, pulleys, gear-wheels, and those 
from which castings must be made for further use in the machine 
shop form the basis of the course. 

Third Year. — First Term. 

Forging. — Three ninety-minute periods per week throughout the 
term. 

In this course the pupil gets all the instruction necessary to 
master the fundamental principles of forging iron and steel. The 
exercises are so selected as to bring out the processes of drawing, 
upsetting, shaping, punching, welding, and tempering of steel. 

Talks are given by the teacher on the important iron and steel 
processes as follows : 

The nature of the common iron ores. 

The distribution of coal and iron ores in the United States. 

Eelation to industrial development. 

The fundamental factors involved in the blast furnace, pud- 
dling, Bessemer, open hearth, and crucible steel processes. 

The characteristics and important uses of the products of these 
processes. 

Such exercises as the following form the basis of the course : 
staple, hasp, door-hook, chain and hook, meat-hook, pulley block, 
bracket, wrench, ice hatchet, chisel, gouge, drawing knife, etc. 

Second Term. 

Forging. — Three ninety-minute periods per week. 

This class will complete the course started in the Low Tenth 
Grade, and will prepare a set of lathe tools for use in the machine 
shop. 

Fourth Year. — -Both Divisions. 

Machine Work. — Three ninety-minute periods per week through- 
out the term. 

A very carefully graded series of exercises involving the use 
of the lathe, planer, drill, milling machine, and speed lathe is 
worked out by the student, and the work must be so accurate in 
many instances that a mistake of a thousandth of an inch will 
render the work useless. In this course the student learns the use 
of the common machine tools and the elementary principles of 
machine design. 



Manual Training in the High School 119 

Cast iron, wrought iron, steel, and brass are the materials used. 

The engine lathe work consists of straight and taper turning, 
boring, thread cutting (external and internal), and chuck work. 

The speed-lathe work consists of centering, drilling, and coun- 
tersinking, and the turning of simple forms by hand tools. 

The planer work consists of the making of plane and curved 
surfaces. 

The drill work consists of the study of the speed of drills, the 
use of different kinds of drills, counterboring, and sharpening 
drills. 

The milling machine is used to produce plane and curved sur- 
faces, mill key-ways, slots, and the teeth of gear-wheels, etc. 

Such models as the wrench, level, lathe center, paper-weight, 
plumb-bob, bicycle pump, small dynamo, motor, and steam en- 
gine form the basis of the course. 

The student makes a study of the different kinds of power 
during the year. 

As far as the time permits, he makes a study of the following : 

Development of the steam engine in the nineteenth century. 

Importance in production, and transportation. 

The part played by machinery in modern civilization. 

Characteristics of machine work as compared with hand work. 

The tendency of improvements in machinery to replace manual 
labor by automatic devices, and itn significance. 

COURSE OF STUDY IN DRAWING. 

First Year. — First Term. 

1. Lettering. 

2. Use and care of instruments. 

3. Simple geometric construction with lettering. 

4. Slant lettering. 

Second Term. 

1. Principles of Orthographic Projection (pencil and ink). 

2. Working drawings of common objects, in part related to 
work in shops. 

3. One sheet of Orthographic Projections. 



120 High School Bulletin 

Second Year. — First Term. 

1. One sheet of plan of simple house, stable, wood-shed, or 
bungalow. 

2. One sheet of Elevation of No. 1. 

8. One sheet of problems in Projection (in ink shaded). 

Second Term. 

1. One sheet of working drawings of machine parts in detail. 

2. One sheet drawing of above machine parts, assembled (cross- 
section). 

3. One sheet of Isometric Drawings (tinted or grained in 
black) . 

Third Year. — First Term. 

1. One sheet Geometric constructions. 

2. Two sheets intersections and developments of surfaces 
(tinted). 

3. One sheet free-hand perspective. 

4. One sheet of simple linear perspective. 

Second Term. 

1. One sheet of methods used in representing surfaces (pen 
and ink and brush) . 

2. One sheet Lettering. 

3. Two sheets of Geometric problems — ellipses, cycloids, in- 
volutes, helix, etc. 

Fourth Year. — First Term. 

1. Two sheets of shades and shadows. 

2. One sheet studies of bolts, nuts, and threads. 

3. One sheet problems in gearing. 

Second Term. 

Four sheets of house plans, elevations, and details (specifications 
if time permits). : 'i ! 



LIST OF AFFILIATED SCHOOLS 

B Botany. L Latin. 

C Chemistry. M Mathematics. 

Civ Civics. M. T Manual Training. 

D Drawing. P Physics. 

E English. P. and H. . . . Physiology and Hygiene. 

F French. Ph Physiography. 

G German. S Spanish. 

Gr Greek. S. G Solid Geometry. 

H History. T Trigonometry. 

(Abbreviations represent the minimum numbers of units allowed in the 
several subjects, e. g., E=English, 3 units; figures, in parentheses, follow 
abbreviations when schools have more than the minimum number of units 
in any subject, e. g., H. ( 3 ) =History, 3 units.) 

GROUP I. 

Academy of Our Lady of the Lake, San Antonio 

E., H., M., G.(3), P., P. and H., Civ. 

Alexander Collegiate Institute, Jacksonville E., H., M., L., Gr., G. 

Allen Academy, Bryan E., H., L., M., G., S. G., T. 

Amarillo High School, Amarillo E., H., M., L., S. 

Austin High School, Austin 

E., H.(2i), M., L., G.(3), B., P., C, Civ., M. T.(2), S. G., T. 

Austin Male Academy, Austin E., H., M., L., G. (3) . 

Ball High School, Galveston 

E., H.(3), M., L., Gr.(3), F.(3), G.(3), S.(3), C, P., Ph. 

Beaumont High School, Beaumont . E., H., M., L., G. ( 3 ) , C, P., S. ( 3 ) , F. ( 3 ) . 
Belton High School, Belton 

E., H.(2i), M., Gr., L., P., B., Civ., M. T. 

Blinn Memorial College, Brenham 

E., H.(21), M., G.(3), P., Ph., P. and H., C, Civ. 

Bonham High School, Bonham E., H., M., L., B., C, P., Ph., G. 

Brownwood High School, Brown wood E., H., M., L., P., Ph., Civ. 

Caldwell High School, Caldwell E., H., M., L., G. 

Calvert High School, Calvert E., H. (3), M., L., C, S. G., T. 

Cameron High School, Cameron E., H.(l), M., L., G., C, P., Civ., Ph. 

Cleburne High School, Cleburne E., H. (4) , M., L., P., B. 

Coronal Institute, San Marcos E., H., M., L., C, G., S. 

Corsicana High School, Corsicana 

E., H.(3), M., L, F., G., C, P., T., Ph., Civ., S. G. 

Dallas High School, Dallas 

E., H.(2i), M., L., C, P., G., P. and H., S. G., T., M. T.(2). 



122 High School Bulletin 

Denison High School, Denison E., H., M., L., C, P., G., B., T. 

Denton High School, Denton. .E., H., M., L., C, P., P. and H., Civ., T., Ph. 

El Paso High School, El Paso E., H., M., L., S., C, P., Ph., P. and H. 

Ennis High School, Ennis E., H., M., L., G., C. 

Fort Worth High School, Fort Worth 

E., H. (24) , M., L., G., Civ., M. T., T., S. G. 

Gainesville High School, Gainesville E., H., M., L., G., S. 

Grayson College, Whitewright E., H., M., L.(4), S. G., T. 

Greenville High School, Greenville E., H., M., L., P., C., B., P. and H. 

Hico High School, Hico E., H.(3), M., C, P., L., Civ. 

Hillsboro High School, Hillsboro E,H,M, Ph., P., L., Civ. 

Houston Heights High School, Houston E., H. (2^) , M., L., G., Civ. 

Houston High School, Houston 

E., H.(2i), M., L., P., C, G.(3), Civ., 8.(3), M. T., S. G. 

Hubbard High School, Hubbard E., H.(2£), M., L., Civ., P. 

John C. French High School, Cuero E., H., M., L., G., 6. G., T. 

Lockhart High School, Lockhart E., H., M., L., P., C. 

Marlin High School, Marlin E., H.(3), M., L., P., M. T., Ph., S. G. 

Marshall High School, Marshall 

E., H.(2i), M., L., C, P., S. G., Civ., P. and H. 

Mansfield Academy, Mansfield E., H., M., G. (3), S. G., T., P. 

Mexia High School, Mexia E., H. (3) , M., L„ C, P., S. G. 

Mineola High School, Mineola E., H. (3) , M., L. (4) , Gr. (3), S. G., T. 

Mrs. Mulholland's School, San Antonio E., H., M., L.(4) , F.(3) . 

Navasota High School, Navasota E., H., M., L., P., C, G., S. G. 

Palestine High School, Palestine E., H., M., L., G. 

Paris High School, Paris E, H, M, L, G., S. 

San Angelo High School, San Angelo E., H. (3), <M., L.. P., S. G. 

San Antonio High School, San Antonio 

E., H.(3), M., L., Gr., G.(3), S.(3), B., Ph., P., Civ., S. G., T. 

San Antonio Academy, San Antonio E., H., M., L., G., S. G., T. 

Taylor High School, Taylor E., H., M., L., P., M. T., Civ. 

Temple High School, Temple. .E., H.(2i), M., L., G.(3), C, P., Civ., S. G. 

The Terrill School, Dallas E., H., M., L., F., G., S. G., T. 

Texas Female Academy, Weatherford E., H., M., L., G. 

Thomas Arnold High School, Salado 

E., H.(2*), M., L., Gr., P., P. and H., Civ., S. G. 

Tyler High School, Tyler E., H.(3), M., L., P., Ph. 

University Preparatory School Austin E., H. (3) , M., L., G., F. 

Uvalde High School, Uvalde. E., H., M., L., S. 

Victoria High School, Victoria E., H. (3) , M., L., B., C, Ph. 

Waco High School Waco. .E., H.(4), M., L., P., Civ., Ph., P. and H., S. G. 
Waxahachie High School. Waxahachie. .E., H., M., L., C, P., Ph., Civ.. S. G. 
Weatherford Training School, Weatherford 

E., H., M., L., Gr., Civ., S. G. 



List of Affiliated Schools 123 

Weatherford High School, Weatherford E., H.(2$), M., L., P., Civ. 

Whitis Avenue School, Austin E., H.(3) , M., L., G., F., Ph., S. G. 

GROUP II. 

Abbott High School, San Angelo E., H., M., L. 

Abilene High School, Abilene E., H., M., L., P. 

Alice High School, Alice E., H.(2*), M., S., Civ. 

Bastrop High School, Bastrop E., H., M., L. 

Belton Academy, Belton E., H., M., L. 

Big Springs High School, Big Springs E., H., M., L. 

Bowie High School, Bowie E., H., M., L., S. G., T. 

Brady High School, Brady E., H.(3), M., L. 

Brenham High School, Brenham E., H.(3), M., G. 

Bryan High School, Bryan E., H., 'M., L. 

Colorado High School, Colorado E., H., M., L., P. 

Comanche High School, Comanche E., H., M., L., Civ., P. and H. 

Corpus Christi High School, Corpus Christi E., H., M., S.(3), S. G., T. 

Crockett High School, Crockett E., H., M., L. 

Dublin High School, Dublin E., H., M., L. 

Gonzales High School, Gonzales E., H., M., L., Ph. 

Groesbeck High School, Groesbeck E., H., M., L. 

Honey Grove High School, Honey Grove E., H., M., L., P., S. G. 

Kaufman High School, Kaufman E., H., M., L. 

La Grange High School, La Grange E., H., M., G. (3) . 

Longview High School, Longview E., H., M., L. 

McGregor High School, McGregor E., H., M., L. 

Mcllhaney Academy, Stephenville E., H.. M., L. 

McKinney High School, McKinney E., H., M., L. 

Nacogdoches High School, Nacogdoches E., H., M., L. 

Orange High School, Orange E., H., M., L. 

Pilot Point High School, Pilot Point E., H., M., L., P. 

Piano High School, Piano E., H., M., L., P. and H. 

Port Arthur High School, Port Arthur E., H., M., P., L. 

Port I.>avaca High School, Port Lavaca E., H., M., L. 

Quanah High School, Quanah E., H., M., L., Civ., S. G. 

Sherman High School, Sherman E., H., M., L., B. 

St. Mary's Academy, Austin E., H., M., G. (3) , S. G. 

St. Matthews School for Boys, Dallas E., H. (2$), M., L., Civ. 

Sulphur Springs High School, Sulphur Springs E., H., M., L. 

Sweetwater High School, Sweetwater E., H., M., L. 

Terrell High School, Terrell E., H., M., L. 

Texarkana High School, Texarkana E., H., M.. L. 

Van Alstyne High School, Van Alstyne E.. H., M., L. 

Wolfe City High School. Wolfe. City E., H.(2i), M., L., Civ., S. G. 



124 High School Bulletin 

GROUP III. 

Carlisle Military School, Arlington E. H., M. 

Center High School, Center E., H.(3), M., T. 

Clarksville High School, Clarksville E., H., M. 

Columbus High School, Columbus E., H., M. 

Douglas-Schuler School, Waco E., H., M. 

Elgin High School, Elgin E., H., M. 

Gatesville High School, Gatesville E., H., iM. 

Henderson High School, Henderson E., H., M., S. G., T., Civ. 

Henrietta High School, Henrietta E., H., M. 

Institute for Blind, Austin E., H., M. 

Italy High School, Italy ' . . E., H., M. 

Itasca High School, Itasca E., H., M., P. 

Kelley School, Austin E., H., M. 

Ladonia High School, Ladonia E., H., M. 

Lampasas High School, Lampasas E., H. ( 3) , M., P. 

Laredo High School, Laredo E., H., M., S. 

Llano High School, Llano . . E., H., M. 

Luling High School, Luling E., H., M., P. 

Marble Falls High School, Marble Falls E., H., M. 

Mineral Wells High School, Mineral Wells E., H. (3) , M., P. 

North Ft. Worth High School, North Ft. Worth . . E., H., M., Civ., P., S. G. 

Rockdale High School, Rockdale E., H., M., Civ., S. G. 

Rock Springs High School, Rock Springs E., H., M. 

Runge High School, Runge E., H., M. 

San Marcos High School, San Marcos E., H., M. 

San Saba High School, San Saba E., H., M. 

Seguin High School, Seguin E., H., M., G. 

Seymour High School, Seymour E., H., M. 

Smithville High School, Smithville E., H, M., Ph. 

State Orphan Home, Corsicana E., H., M. 

Timpson High School, Timpson E., H. (3) , M., S. G., T. 

Tivy High School, Kerrville E., H., M. 

Troupe High School, Troupe E., H., M., S. G., T. 

University Military School, Dallas E., H., M. 

West Texas Military Academy, San Antonio E., H., M. 

Wichita Falls High School, Wichita Falls E., H. (3), M., Ph. 

Yoakum High School, Yoakum E., H., M. 



THE UNIVERSITY OF TEXAS BULLETIN 

GENERAL SERIES 

1. The University of Texas Record, vol. v, no. 3, March, 1904. 

2. Alumni Notes. 13 p., March, 1904. 

3. Some Wholesome Educational Statistics, by W. S. Sutton. 12 p., 

illus. March, 1904. 10 cents. 

4. Courses of Study in Law Pursued in the University of Texas, by J. 

C. Townes. 16 p. March, 1904. Out of print. 

5. Notes Concerning the Progress of the University, by Wilson Williams, 

Registrar. 3 p., 1904. Out of print. 

6. The University of Texas Record, vol. v., no. 4, July, 1904. 

7. The Consolidation of Rural Schools, by Una Bedichek and G. T. Baa- 

kett. New edition, enlarged by A. C. Ellis. 85 p., illus. Nov., 
1907. 25 cents. 

8. The Pride of Texans and Their University, by T. H. Montgomery, Jr. 

5 p. November, 1904. Out of print. 

9. Letter to Alumni Regarding the Proposed Law School Buildmg. 2 p. 

December, 1904. Out of print. 

10. Views of the University of Texas, 42 p., illus., n. d. 20 cents. 

11. What Should be Done by Universities to Foster the Professional Edu- 

cation of Teachers* by W. S. Sutton. 24 p. 1905. 15 cents. 

12. The University of Texas Record, vol. vi, no. 1, February, 1905. 

13. School Buildings, by A. C. Ellis and Hugo Kuehne. 119 p., illus. pi. 

June, 1905. 30 cents. 

14. The University of Texas Record, vol. vi, no. 2, September, 1905. 

15. The Teaching of Agriculture in the Public Schools, by A. C. Ellis. 

56 p., illus. December, 1906. 25 cents. Out of print. 

16. A Study in School Supervision, by Carl Hartman. 180 p. 1907. 50 

cents. 

HUMANISTIC SERIES 

1. The Trans-Isthmian Canal: a Study in American Diplomatic History 

(1825-1904), by C. H. Huberich. 31 p. March, 1904. 25 cents. 
Out of print. 

2. The Evolution of "Causa" in the Contractual Obligations of the Civil 

Law, by Samuel Peterson. 24 p. , January, 1905. 25 cente. Out 
of print. 

3. De Witt's Colony, by Ethel Z. Rather. 99 p., 4 maps. 1905. 35 cents. 

4. Some Fundamental Political Principles Applied to Municipal Govern- 

ment, by Samuel Peterson; and Evans Prize Orations. 39 p. 
June, 1905. 15 cents. 

5. The Grotesque in the Poetry of Robert Browning, by Lily B. Camp- 

bell. 41 p. April, 1907. 25 cents. 

6. The Beginnings of Texas, by R. C. Clark. 94 p., map. December, 

1907. 75 cents. 



THE UNIVERSITY OF TEXAS 

SCIENTIFIC SERIES 



LIBRARY OF CONGRESS 



029 927 185 7 



1-4. Contributions from the Zoological Laboratory of The University 
of Texas. Reprints from various journals. 1904-05. Out of printL 
Later contributions appear in the Reprint Series. 

5. Test of a Vertical Triple Expansion High-Duty Pumping Engine in 

Operation at the Water Works, San Antonio, Texas, by A. C. 
Scott. 52 p., illus. pi. June, 1905. 35 cents. 

6. Vegetation in the Sotol Country in Texas, by W. L. Bray. 24 p., pi. 

June, 1905. 25 cents. 

7. Observations on the Habits of Some Solitary Wasps of Texas, by Carl 

Hartman. 72 p., pi. July, 1905. 25 cents. 

8. The Protection of Our Native Birds, by T. H. Montgomery, Jr. 30 p. 

October, 1906. 25 cents. 

9. The Austin Electric Railway System, by members of the Senior Class 

in Electrical Engineering, 1906. 123 p., illus. pi. 1906. 50 cents. 

10. Distribution and Adaptation of the Vegetation of Texas, by W. L. 

Bray, 108 p., pi. map. November, 1906. 35 cents. 

11. A Sketch of the Geology of the Chisos Country, by J. A. Udden. 

101 p. April, 1907. 50 cents. 
Vol. 2. The Clays of Texas, by Ileinrich Ries. In press. 

REPRINT SERIES 

1. A Semantic Study of the Indo-Iranian Nasal Verbs, by E. W. Fay. 

From the American Journal of Philology, 25:369-389 and 26:172- 
203, 377-408. March, 1906. Out of print. 

2. Contributions from the Zoological Laboratory of the University of 

Texas. From various journals. May, 1906. Out of print. 

3. Latin, Greek, and Sanskrit Word Studies, by E. W. Fay. From va- 

rious journals. November, 1907. Out of print. 

4. Spelling and Arithmetic, by C. Yeidel. From the Southern Educa- 

tional Review, October-November, 1907. 8 p. 10 cents. 

MEDICAL SERIES 

1. Yellow Fever: a Popular Lecture, by James Carroll. 32 p. June, 

1905. 15 cents. 

2. The Care of the Insane, by Dr. M. L. Graves. 16 p. 1905. 15 cents. 

3. The 1903 Epidemic of Yellow Fever in Texas, and the Lesson to be 

Learned from It, by Dr. G. R. Tabor. 22 p. June, 1905. 15 cents. 
In addition to the bulletins named above are the following: 

a. The Official Series, which includes catalogues, Regents' Reports, and 

administrative bulletins. 

b. About 25 bulletins issued before March, 1904, when the division into 

series began. 

c. The University of Texas Record, formerly, but no longer, included 

in the General Series. Numbers of the Record have- been issued 
from two to four times a year since December, 1898, and it is now 
in its 8th volume. It is of special interest to alumni, ex-students, 
and friends of the University, and will be mailed regularly to 
those who request it. 
Requests for Bulletins should be addressed to the University of Texas 
Bulletin, Austin, Texas. Exchanges should be addressed to the Univer- 
sity of Texas Library. 



